Fear of Failure as EFL Teachers’ Motivation for Pursuing Graduate Studies

Many studies have been conducted to clarify the impact of teachers’ motivation for participating in TPD activities; nevertheless, none of them has viewed teachers’ fear of failure as their motivation for TPD, especially for pursuing graduate programs in the Vietnamese context. That explains why thi...

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Autores principales:	Thao Le Thanh, Lap Trinh Quoc
Formato:	article
Lenguaje:	EN
Publicado:	Faculty of Education and Teacher Training of IAIN Palopo 2021
Materias:	Teacher Professional Development EFL Teachers’ Fear of Failure EFL Teachers’ Motivation Graduate Programs Language. Linguistic theory. Comparative grammar P101-410 English language PE1-3729
Acceso en línea:	https://doaj.org/article/d0e53f89a76146ada07e2767b300645c
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spelling	oai:doaj.org-article:d0e53f89a76146ada07e2767b300645c2021-11-13T04:18:45ZFear of Failure as EFL Teachers’ Motivation for Pursuing Graduate Studies10.24256/foster-jelt.v2i4.602723-4126https://doaj.org/article/d0e53f89a76146ada07e2767b300645c2021-09-01T00:00:00Zhttps://foster.pbi-iainpalopo.ac.id/index.php/contents/article/view/60https://doaj.org/toc/2723-4126 Many studies have been conducted to clarify the impact of teachers’ motivation for participating in TPD activities; nevertheless, none of them has viewed teachers’ fear of failure as their motivation for TPD, especially for pursuing graduate programs in the Vietnamese context. That explains why this current qualitative study with the participation of nine EFL teacher interviewees was administered to fill in the abovementioned gap. Moreover, the study was conducted in a tertiary institution in the Mekong delta of Vietnam. Based on the data analysis, several teachers’ fears of failure as their motivation for following graduate programs were detected. Their fears included self-perceived inadequate qualifications in TEFL which resulted in their ineffective teaching performances. Participants were also much concerned about losing a job, failing to have opportunities to further their education and losing momentum for work due to routinized teaching. Mid- age job crisis, negative effects of lacking role models on the growth of children and other younger people, lack of collegial support, and low self-confidence were found to be motivating fears which stimulated participants to make them pursue higher degree programs. The paper ends with discussions of the findings and pedagogical implications Thao Le ThanhLap Trinh QuocFaculty of Education and Teacher Training of IAIN PalopoarticleTeacher Professional DevelopmentEFL Teachers’ Fear of FailureEFL Teachers’ MotivationGraduate ProgramsLanguage. Linguistic theory. Comparative grammarP101-410English languagePE1-3729ENFOSTER, Vol 2, Iss 4 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Teacher Professional Development EFL Teachers’ Fear of Failure EFL Teachers’ Motivation Graduate Programs Language. Linguistic theory. Comparative grammar P101-410 English language PE1-3729
spellingShingle	Teacher Professional Development EFL Teachers’ Fear of Failure EFL Teachers’ Motivation Graduate Programs Language. Linguistic theory. Comparative grammar P101-410 English language PE1-3729 Thao Le Thanh Lap Trinh Quoc Fear of Failure as EFL Teachers’ Motivation for Pursuing Graduate Studies
description	Many studies have been conducted to clarify the impact of teachers’ motivation for participating in TPD activities; nevertheless, none of them has viewed teachers’ fear of failure as their motivation for TPD, especially for pursuing graduate programs in the Vietnamese context. That explains why this current qualitative study with the participation of nine EFL teacher interviewees was administered to fill in the abovementioned gap. Moreover, the study was conducted in a tertiary institution in the Mekong delta of Vietnam. Based on the data analysis, several teachers’ fears of failure as their motivation for following graduate programs were detected. Their fears included self-perceived inadequate qualifications in TEFL which resulted in their ineffective teaching performances. Participants were also much concerned about losing a job, failing to have opportunities to further their education and losing momentum for work due to routinized teaching. Mid- age job crisis, negative effects of lacking role models on the growth of children and other younger people, lack of collegial support, and low self-confidence were found to be motivating fears which stimulated participants to make them pursue higher degree programs. The paper ends with discussions of the findings and pedagogical implications
format	article
author	Thao Le Thanh Lap Trinh Quoc
author_facet	Thao Le Thanh Lap Trinh Quoc
author_sort	Thao Le Thanh
title	Fear of Failure as EFL Teachers’ Motivation for Pursuing Graduate Studies
title_short	Fear of Failure as EFL Teachers’ Motivation for Pursuing Graduate Studies
title_full	Fear of Failure as EFL Teachers’ Motivation for Pursuing Graduate Studies
title_fullStr	Fear of Failure as EFL Teachers’ Motivation for Pursuing Graduate Studies
title_full_unstemmed	Fear of Failure as EFL Teachers’ Motivation for Pursuing Graduate Studies
title_sort	fear of failure as efl teachers’ motivation for pursuing graduate studies
publisher	Faculty of Education and Teacher Training of IAIN Palopo
publishDate	2021
url	https://doaj.org/article/d0e53f89a76146ada07e2767b300645c
work_keys_str_mv	AT thaolethanh fearoffailureaseflteachersmotivationforpursuinggraduatestudies AT laptrinhquoc fearoffailureaseflteachersmotivationforpursuinggraduatestudies
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Fear of Failure as EFL Teachers’ Motivation for Pursuing Graduate Studies

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