What Demotivates In-Service University EFL Teachers? -- Evidence from Mainland China

Abstract

This study investigates Chinese English as a foreign language (EFL) teachers’ demotivation at the university level with a particular focus on exploring demotivating factors. The research focuses on 120 Chinese English teachers working in universities in mainland China, adopting a mixed-methodology framework. The survey instrument is designed as a questionnaire combining closed-ended and open-ended questions, aiming to deeply explore and collect qualitative data on the reasons for the lack of professional motivation among English teachers. Subsequently, frequency analysis, mean calculation, and a series of statistical tests, such as the Wilcoxon signed-rank test and Exploratory Factor Analysis (EFA), are employed to conduct an in-depth analysis and interpretation of the questionnaire data. The results show that there were significant differences in the participants’ perceptions of their enthusiasm, interest, and dedication regarding teaching between the first years of teaching and the present. Factor analysis reveals that the teachers are multi-demotivated: student-related factors, research conditions and academic requirements, working conditions, opportunities for career development, as well as societal recognition are major demotivating factors. According to feedback from participants, poor working conditions, including rigid systems for teacher performance evaluation, students' negative attitudes towards English learning and misconduct in class, coupled with low salaries, are considered to be the key factors leading to the general decline in teacher morale.