“Navigating Precarity”: Motivation of English language teachers in a Chinese higher vocational college

Abstract

This study examines the motivation of English language teachers (ELTers) in a higher vocational college in southeast China. Although teacher motivation has attracted growing academic attention, much of the existing literature adopts reductionist approaches, categorising motivation into fixed types rather than embracing a holistic and ecological perspective. Furthermore, non-degree vocational college English teachers remain an underexplored group in this field. In response, this study utilises Bronfenbrenner's ecological systems theory (1979) alongside the Possible Language Teacher Self theory (Kubanyiova, 2009) to explore the motivation of higher vocational college ELTers through life-story narratives. Data were collected from two female ELTers using multiple sources, including life-story interviews, follow-up interviews, and WeChat chat logs and Moments. The findings offer a nuanced perspective on ELTers' motivation, highlighting its dynamic nature as an interaction between individual agency and broader contextual forces. This study emphasises the need to move beyond simplistic conceptualisations and advocates for comprehensive support measures for higher vocational college ELTers. The insights contribute to the broader discourse on teacher motivation and have significant implications for educational policies on teacher retention across various levels and disciplines.