Reducing the rate of attrition among Chinese English teachers: the role of professional identity and self-efficacy ; Reducir la tasa de abandono entre los profesores de inglés chinos: El papel de la identidad profesional y la autoeficacia

Teachers in any academic setting face a variety of educational challenges and adversities, which may result in unpleasant consequences such as teacher attrition. To minimize the rate of teacher attrition, factors inhibiting this negative phenomenon should be widely recognized. With the related literature reviewed, several researchers have endeavored to locate the potential predictors of teacher attrition in mainstream education environments. Yet, few scholars have explored the predictors of this phenomenon in language education contexts. To fill this lacuna, this research delved into the role of professional identity and self-efficacy in predicting Chinese English teachers’ attrition. In doing this, three valid scales were distributed among 442 English teachers. Correlational tests exhibited that self-efficacy and professional identity are negatively linked to teacher attrition. Multiple regression analysis also indicated that self-efficacy and professional identity can remarkably reduce the rate of attrition among Chinese English teachers. The findings may be informative and illuminating for language teachers and teacher educators. ; Los profesores en cualquier entorno académico se enfrentan a una variedad de desafíos y adversidades educativas, que pueden resultar en consecuencias desagradables como el abandono de la profesión docente. Para minimizar la tasa de abandono de los profesores, se deben reconocer ampliamente los factores que inhiben este fenómeno negativo. Como revela la revisión de la literatura relacionada, varios investigadores han tratado de localizar los posibles predictores del abandono de los profesores en los entornos educativos generales. Sin embargo, pocos académicos han explorado los predictores de este fenómeno en los contextos de la enseñanza de idiomas. Para llenar este vacío, esta investigación profundizó en el papel de la identidad profesional y la autoeficacia en la predicción del abandono de los profesores de inglés chinos. Para ello, se distribuyeron tres escalas válidas entre 442 ...