Organizational Cultures And TEFL Lecturers’ Personal Experiences: An Exploratory Study Based On The Chinese Universities

Abstract

This study examines the motivations of Chinese English language instructors. English professors working in Chinese institutions suffer from poor morale and work discontent, according to recent research. This problem might have significant ramifications since English language training is highly valued in the nation. Poor student success and bad teaching are linked to low staff morale. Even though this is a recognized problem, not enough research has been done to determine what causes it. In order to address this, scientists at a large Northern Chinese provincial university selected and implemented a sequential explanatory mixed methods strategy step by step. The major research included one hundred academics from this institution's two schools. Teaching English to speakers of other languages (TEFL) was the responsibility of all 100 professors; 50 of them worked with English majors & the other 50 with students from other fields. The inquiry was led by a mix of organizational culture theory and self-determination theory. According to the research, 1) instructors at this institution were more likely than previously claimed to be genuinely motivated in what they taught. 2) Nevertheless, the level of motivation varied depending on their unique experiences and perspectives of their own relatedness, autonomy, and competence. 3) Teachers' inspiration came from a combination of personal experiences and external variables including the impact of Chinese culture, their social circle, and the culture of their workplace. The study has significant ramifications for higher education administrators who are responsible for fostering an environment where staff may perform effectively. This research has also shown that the self-determination theory may explain motivation in China.