Teacher identity and teacher job satisfaction of EFL teachers working in higher education in Japan

Abstract

In recent years the Japanese labour market has undergone significant deregulations. On April 1, 2013 the Labour Act was amended to give workers the right to apply for a permanent status if working for longer than five years in the same job. The idea was to increase job security, but it has arguably had the opposite effect. This study aimed to investigate the impact of these changes on non-tenured EFL teachers in higher education in Japan. This study used a mixed method sequential research design involving a questionnaire with 21 participants, and semi-structured interviews with eight participants. The questionnaire focused on teachers' perceptions of themselves as EFL teachers and the factors affecting their job satisfaction and dissatisfaction, while the interviews explored similar themes and also discussed their roles and addressed the issue of limited-term contracts in higher education in Japan.

The questionnaire participants ranked seven factors, including Autonomy in teaching, Good working relationships, Job security, Salary, Student attitudes, Support from the institution, and Working hours, based on their impact on teacher job satisfaction and dissatisfaction. The rankings highlighted three groups of factors influencing job satisfaction: Student attitudes, Autonomy in teaching, and Good working relationships. Salary and Job security constituted a middle group of factors, while Working hours and Support from the institution was ranked the lowest as having the least impact on job satisfaction. Autonomy in teaching was the only factor that had a higher ranking for impacting job satisfaction than its opposite factor, Lack of autonomy, had for impacting job dissatisfaction. Job security was identified as the factor that participants desired to change the most in order to increase their level of job satisfaction. Participants primarily identified themselves as teachers or in related roles such as motivators or facilitators. While some participants had sub-identities, not all did, and they were not consistent among the participants. The role of a teacher in the classroom was considered the same regardless of the employment status. The interviews discussed limited-term contracts in higher education in Japan with participants expressing more negative effects than positive effects. Concerns were raised about the lack of contract renewal options and the potential loss of experienced and dedicated teachers. In summary, this thesis offers insights into teachers' perceptions of themselves, the factors influencing their job satisfaction and dissatisfaction, and the challenges associated with limited-term contracts in higher education in Japan. The main contribution of the thesis is the recognition that limited-term teachers prioritise job security as the factor they would most like to change in order to enhance their job satisfaction. Addressing this concern and alleviating teachers' worries can lead to a more content workforce. Even if work policies cannot be altered, simply acknowledging and being aware of teachers' concerns can have a positive impact. The study also highlights that the lack of autonomy has a limited influence on teacher job dissatisfaction, despite autonomy in teaching being rated as one of the most important factors for job satisfaction. These findings have relevance for educational institutions, managers of English departments, curriculum developers, and in the greater scheme of things the politicians who draw up regulations guiding the workforce in Japan.