Professional motivation and satisfaction of Mexican elementary school EFL teachers in a context of reform: A phenomenological study
This qualitative study used phenomenological methodology to examine the self-reported levels of teaching motivation and professional satisfaction of five teachers of the National English Program for elementary schools in Mexico. The EFL teachers worked for urban and rural schools, had different levels of English proficiency and variable number of years of experience. Data came from a series of interviews held during a period of six months. Data analysis captured four themes related to motivation: English teaching, students, schools and colleagues; and three themes associated with professional satisfaction: working conditions, the status of the profession, and professional development opportunities. Results indicated that although teachers had good collegial relationships they found their profession as stressful and demotivating in terms of school facilities, lack of appropriate materials to support the curriculum, wages and job security. Their dissatisfaction came from teaching in multiple schools, and the lack of local affordable and meaningful development opportunities.