AILA Poster Presentation Findings

Transcript

1. Exploring University EFL Part- time Teachers' Well-Being in Japan: An ecological perspective Yuta Mogi Tamagawa University | August 14th, 2024 AILA Kuala Lumpur, Malaysia
2. FINDINGS Theme 1 Employment status and working style Positive Factors and Negative Factors Theme 2 Autonomy Positive and Negative Factors Theme 3 In-school relationships Positive and Negative Factors
3. Sub-theme EXO MESO MICRO CHRONO Flexibility ✓ ✓ Teaching at different universities ✓ Teaching at non-university workplaces ✓ ✓ THEME 1: EMPLOYMENT STATUS AND WORKING STYLE – POSITIVE FACTORS
4. EXOSYSTEM: FLEXIBILITY Questionnaire (Akira) Akira: One benefit is time flexibility. Part-time teachers have relatively more flexible scheduling compared to full-time workers. In my case, this allows me to explore and study research areas that are not directly related to my previous master's or doctoral research. For example, I’d like to be a tour-guide interpreter, and I'm studying a bit of history to pass the exam. [….] I think I've broadened my horizons. I am also studying TOEIC, TOEFL and other standardized tests to get high scores. In case I lose my part-time teaching job, maybe I can work at those test preparation schools where it is more stable. I think it's good in that sense that I probably have more time to study those things than full-time teachers.
5. EXOSYSTEM: FLEXIBILITY First Interview with Chloe Chloe: I mean, as a part time teacher, we have all this time off. And I don't work on weekends. So I think that's why I'm, I enjoy doing this line of work because of all the time off. I have a very good work life balance. Second Interview with Michelle Michelle: So there's tons of flexibility, I only have to teach my course. Right now, I feel like I'm using it to my advantage because I have the flexibility to be a mom and take care of my child. Giving time to my kid is really important. Second Interview with Brian Brian: This flexibility allows me to play music and sports . Music and sports, those two, I think are the big components of my personal well-being. They help boost my well-being.
6. MICROSYSTEM: TEACHING AT NON-UNIVERSITY WORKPLACES First Interview with Koki Yuta: What do you think are some of your strengths as a part-time English teacher? Koki: I feel that teaching at both places [university and high school] are working positively with each other. [...] When I am listening to the problems of high school students, I am able to give them advice that I can only give because I teach at a university. On the other hand, when I am teaching at a university, and responding to e-mails or explaining assignment, I do not just think, "They are university students, so they should be fine," but rather, "They were high school students a year ago." and I am able to try to be more careful and detailed when responding to e-mails and explaining assignments. I feel like that's a strength of mine. 幸喜先生へのインタビュー(1 回目) 悠太: 非常勤英語教師としての先生の強みは何だ と思われますか？ 幸喜：二つの場所[大学と高校]で教えていること が、お互いに良い意味で影響し合ってるのかなっ ていう感じはします。[…] 高校生の悩みとかを聞 いてる時に、大学で教えてるからこそ答えられる ようなアドバイスができたりとか。逆に大学で指 導するときもメール対応をしたり、課題の説明を したりといった時にも、「大学生だから大丈夫な はず」とただ考えるのではなく、「１年前まで高 校生だった子たちだから」と考えられるようにな り、メール対応や課題等の説明もより丁寧に行お うと思えるようになっています。そこはある種、 何か自分の強みなのかなっていうふうに感じたり はしますね。
7. MICROSYSTEM: TEACHING AT NON-UNIVERSITY WORKPLACES Second Interview with Ken Yuta: [...] When you were working as a part-time lecturer, was there a way to relieve stress? Ken: [...] At another place, I was working part-time at a private, integrated junior high school and high school. It's called (name of the school). Yes. There, I was told every time that “You could be a full-time teacher whenever you want”. So, in a way, that was my emotional support. If working at the university was really tough, I thought I could work at XX (name of the school) the next year. [...] I think it was really helpful to have that kind of emotional support. 健先生へのインタビュー(2回 目) 悠太:[…]非常勤講師を務めていらっしゃるときは ストレスの解消法は、ありましたか。 健先生： […]もう一つ、あの、私立の中高で、非 常勤で掛け持ちをしていて。あの(学校の名 前）ってところなんですけど。はい。そこでは、 もうなんかずっと、「いつでも専任でいい よ。」みたいな、言ってもらえてたんですね。 なので、それがある意味心の支えだったという か。もし仮に大学がこれで、もう本当にきつ いってなったら。もう次年度は、◦◦（学校の 名前）の方でお世話になれば、[…] 心の支えみた いなのはあったっていうのは結構助かりました ね。
8. MACRO EXO MESO MICRO CHRONO Decreasing population ✓ ✓ ✓ ✓ Job instability ✓ ✓ THEME 1: EMPLOYMENT STATUS AND WORKING STYLE – NEGATIVE FACTORS
9. MACROSYSTEM: DECREASING POPULATION First Interview with Brian Brian: Student population is decreasing. So, the competition for students is fierce. I mean, it seems to be that it will get tougher, you know, for us. […] If Japan can successful bringing in more foreign students who need to study, then maybe that could help the situation. But just thinking about this shrinking population of Japanese students, is kind of a cause for concern. First Interview with Thomas Thomas: You know that the wider situation with Japan's population decline. Well, I just found out that one of the universities where I am working, they're going to stop recruiting students because there's not enough students in Japan anymore. I just got here. So after like, definitely another year, and then after that, there will just be the students that need to graduate. So maybe another three years max, and then I have to look for another job.
10. EXOSYSTEM: JOB INSTABILITY Second Interview with Michelle Michelle: So I'm really satisfied right now. But next year, I don't know what's going to happen. So that's always scary. And as a part timer, if a school is unsatisfied with my style of teaching, they can easily fire me anytime. Just don't give me the contract for next year, it's so easy, where if I was full time, it's a lot harder for them to just drop me. That's probably the biggest source of stress every year. Yuta: I see. Or there any other stress? Michelle: So right now, I work at five different locations. It is great because in terms of financial terms of money, I feel more stable, more confident. But then I have to run around a whole lot every day I'm going to a new location. Every school has a different systems I have to know all different school systems. They're all on different calendars. They're all if everything is different, so that's kind of stressful.
11. Sub-theme EXO MESO MICRO CHRONO Autonomy ✓ Decreasing autonomy ✓ ✓ ✓ ✓ THEME 2: AUTONOMY–POSITIVE AND NEGATIVE FACTORS
12. EXOSYSTEM: DECREASING AUTONOMY First Interview with Chloe Chloe: Autonomy (with the syllabus, textbook, teaching approach, grading, etc.) is a benefit. Some schools, unfortunately, the autonomy is decreasing. I would like to have more autonomy. In the past, it was, you know, a freefall, right? You can choose your own textbook, you can create your own syllabus. But nowadays, we have this standard syllabus. But you can create your own material, but then you have, you must use this textbook and that textbook and you must do this and finish this and that. So, in a sense, we are losing a lot of autonomy.
13. EXOSYSTEM: DECREASING AUTONOMY Second Interview with Hana Hana: Well, I was surprised. All the slides for the classes are sent to me under the orders that teachers need to teach according to these slides. […] 'Please follow the class accordingly.' So, it's like, what I'm going to talk about is also written at the bottom. [...] There's no freedom at all, or it's already decided, like, "Do this in 10 minutes, and this in the next 15 minutes." And so the content of the speaking is also included [...] I think it would be good to have a bit more autonomy. "Anyone can teach if it’s like this." And that's where my motivation has dropped a lot. 華先生とのインタビュー（２回目） 華先生：はい。私、びっくりしたんで すけれども。授業で使用するスライド が全部、送られてくるんです。これに 則ってって教えてください。[…] 「その通りに授業を進めてください。 」ということで、何か喋る内容も下に 書いてあったりして、という感じなの で。[…] 自由度が全くないというかも う決められ、「10分間でこれやってく ださい、次の15分でこれ。」というよう な感じで、しゃべる内容も入っている ので。[..] もうちょっと自由度があっ てもいいかな。」って私思ったりとか。 「これだったら誰でも授業できるよね 。」っていうところでモチベーション はかなり下がっていってるところはあ ります。
14. MICROSYSTEM: DECREASING AUTONOMY Second Interview with Hana Hana: […] I was yelled back once. I thought, "What?" I was so surprised. [...] I wonder what was going on. But one thing I think about is that there are too many English assignments, and they are really exhausted. [...] Also because of that students are not getting along well, and even when I should do pair or group work, they are so reluctant or want to do everything individually. Yuta: […] I feel that the university probably decides the amount of assignments too. Hana: That's right. [...] The coordinator also sent a message to all the teachers, saying, "Please make sure that the assignments are done by the due date." We received a lot of notices like that. 華先生とのインタビュー（２回目） 華先生：[…] 1回怒鳴り返されたこともあっ て。「えっ。」と思って、びっくりして。 […] 何でしょうね。でも、一つ思うのが、英語 の課題があまりに多すぎて、アップアップ 来ちゃってる。そのこともあり、生徒同士 も明らかに仲が良くなく、ペアやグループ ワークをしたくても、いやいやか一人でや りたがってしまう。 悠太：[…] 多分その課題の量も大学がきっち り決めてる感じ。 華先生：そうなんです。[…] 取りまとめの先 生からも「決められた課題は期日までに必 ず出させてください。」みたいな通達がい っぱい来て。
15. Sub-theme EXO MESO MICRO CHRONO Good institutional support ✓ Students ✓ ✓ ✓ Support from PT teachers ✓ ✓ ✓ Support from FT teachers ✓ ✓ ✓ Support from office staff members ✓ ✓ THEME 3: IN-SCHOOL RELATIONSHIPS: SCHOOL MANAGEMENT, COLLEAGUES, AND STUDENTS - POSITIVE FACTORS
16. MICROSYSTEM: DECREASING AUTONOMY Second Interview with Hana Hana: I really appreciate when I have generous support from staff and full time, because it makes it really easy to work. Yuta: What kind of support do you get, for example? Hana: For example, at one university, full-time teachers also come down to teacher’s lounge. They say, "From what time to what time, I'll be here, so if you have any questions, come and see me." Also, when I ask a question via email, the staff or full- time teacher reply quickly, so that's really helpful. [...]. Also, there are a lot of orientations and FDs, so that helps too. I can share my problems with other teachers and learn a lot from each other. 華先生とのインタビュー（２回目） 華先生: スタッフやフルタイムからのサポー トが手厚いと、本当に働きやすいので、あ りがたいですね。 茂木：例えば、どういったサポートがある のでしょうか。 華先生：例えば、一つの大学では、フルタ イムの先生もあの講師控え室降りてきてく ださるんですね。それこそ「何時から何時 は、いるから質問がある人来てね。」とか。 あと、質問のメールを送っても、すぐス タッフかフルタイムの先生すぐ返事くださ るので、それはすごい助かっていますね。 [...]あと、やっぱり、オリエンテーションと かFDもけっこうあるので、そこも役に立っ ていますね。先生同士で悩みもシェアでき て、色々と勉強になります。
17. MICROSYSTEM – SUPPORT FROM PART-TIME TEACHERS First Interview with Chloe Chloe: I always get along very well, with part time teachers. We’re in the teacher's lounge, eating lunch or sharing ideas. I think that's important too, is going into the teacher's lounge. So that we can share ideas. Sometimes if you have a problem with a student or a class, you can ask colleagues and get their advice. If you need an ideas for an assignment, or don't know a lesson plan, you can share and learn. I enjoy and appreciate that. [….] Even when I am stressed out, luckily, I have people I can talk to. We'll go out and eat drink wine and moan about our classes. And then it's all forgotten. And tomorrow's another day.
18. MICROSYSTEM - STUDENTS Second Interview with Thomas Thomas: Students are nice, and you have a good relationship with the students and, and it's just kind of fun. […] And when you feel like the students have also appreciated the class. And when you get positive feedback, it is always really nice. For me, teaching is always about the students. Like I have that emotional motivation for the students. Like why am I doing this? Well, I'm doing it for them, for them to help them. And that that gives me motivation. First Interview with Brian Brian: The reason why I'm in teaching is because I enjoy the interaction, and I enjoy helping out the students at a key point in their lives. [….] And then there are always those students who appreciate what you're trying to do trying to help them. Very positive aspect of teaching. And that's why, overall, I like teaching.
19. MICROSYSTEM – OFFICE STAFF MEMBERS First Interview with Koki Koki: The department office is next to the part- time lecturer’s lounge, so if you need anything, you can just pop in there. The office staff are all very polite and helpful, so I really feel like I was helped by the office staff. [...] Everything, from how to use the equipment and everything. [...] No matter what I did, they welcomed me with a smile, and I really felt like thank you. I really appreciate the office staff. 幸喜先生へのインタビュー(1回目) 幸喜先生：学科の事務室がそ の非常勤の講師の控え室横に あるので、何かあったらそこ に飛び込めばいい。その事務 の方々がすごい丁寧に対応し てくださる方ばっかりで、本 当に事務の方に助けられたな っていう感じ。[…]それこそ機 器の使い方から何もかも。[...] 何やっても笑顔で迎えてくだ さってなんか本当ありがとう ございます、という感じ。事 務の方には本当感謝ですね。
20. EXO MESO MICRO CHRONO Limited institutional Support ✓ Relationship among full- time teachers ✓ No or lack of interaction and support from full-time (FT) teachers ✓ No or lack of interaction between part-time (PT) teachers ✓ ✓ THEME 3: IN-UNIVERSITY RELATIONSHIPS: SCHOOL MANAGEMENT, COLLEAGUES, AND STUDENTS - NEGATIVE FACTORS
21. EXOSYSTEM - LIMITED INSTITUTIONAL SUPPORT First Interview with Koki Koki: [...] Even in March, I didn‘t know where the classroom was, how to connect the equipment, or anything else, and I was worried I didn’t know how to connect the equipment or anything like that, and I was thinking that it would be a disastrous if I arrived on the day of the class like this. [...] They didn‘t give me any information about where I could borrow a computer. […] At that time, my anxiety was at its highest level. Yuta: I see. Did you receive any notice from the university or anything like orientations or workshops? Koki: No, nothing. 幸喜先生へのインタビュー(1回目) 幸喜先生：[…] 3月の時点で、教室 の場所とかもわかってないし、しか も何か機器の接続方法とかも何もわ かってないし、これ当日このまま授 業日迎えたらやばいよなっていう。 […] パソコンどこで借りるのみたい のがそっから全然何の情報もくれな かったので。[…] その時は本当に一 番不安がもうMAXでしたね。 悠太: なるほど。何か大学からお知ら せでしたり、オリエンテーションや ワークショップやそういうのは。 幸喜先生：いや全くない。 .
22. CHRONOSYSTEM - NO OR LACK OF INTERACTION WITH PART-TIME TEACHERS Third Interview with Koki Koki: [...] I told you last time that there was no conversation at all in the teacher’s lounge. [….] But I talked with native speaker teachers a little more in the fall. Yuta: Did you approach, or did native speaker teacher approach you? Koki: I think it was mutual. They approached to me quite a bit. I also tried to talk to them actively. […] I told them that I teach at a high school. Then they asked me, "What are high school students like nowadays? What are they interested in?" "I'm having trouble with the theme for the discussion in my class. [...] Also, native speaker teachers advised me that “[Students] like to talk, so try making it [the lesson] interactive.” So I thought, "Well, I'll give it a try." That kind of interaction helped reduce my stress a little. 幸喜先生へのインタビュー(3回目) 幸喜先生：[…] 前回講師控え室で全く会話がな かったって話を多分させていただいたんですが 。[…] ネイティブの先生方とちょっと話が若干 秋が増えたので。 悠太：それは、黒田先生の方からアプローチし たという感じですかね。それとも、どちらかと いうとネイティブの。 幸喜先生：お互いあったと思います。向こうが 結構アプローチしてくれたのもありますし。こ っちも、積極的に割と話しかけようとは思って はいたので。[…] 自分が高校でも教えてるって いう話をしたので。そしたら、「今の高校生ど んな感じなの。どういうことに興味あんの。自 分の授業のディスカッションの方でちょっと、 テーマ困ってるんだけど。」みたいな。そのネ イティブの先生が。[…] あと、ネイティブの先 生方から「[生徒は]話すのとか、そういうの好 きだから、[授業を]インタラクティブな感じに したら。」とアドバイスされたので。「じゃ、 ちょっとやってみるか。」と思って。そういう 交流が、ちょっとストレス軽減にはなりました ね。
23. Coping strategies Slide Number and Teachers Impact on Well-being Growth Mindset Slide 4 (Akira) Willingness to keep learning and improving their skills as teachers have positive impact on well-being (Haukås & Mercer, 2021). Setting boundaries Slide 5 (Chloe ) Studies (Jin et al., 2021; Sulis et al., 2021) shows that drawing a clear line between work and private life leads to improved wellbeing. Strong network of support Slide 5 (Michelle) – Family Slide 16 (Hana) – Full- time teachers Slide 17 (Chloe) – Part- time teacher Slide 18 (Thomas and Brian) – Students Slide 19 (Koki) - Office staff members Strong network of support – both school and out-of-school support (e.g., family, friends) helps reduce stress and maintain well-being (Fiorilli, Albanese, Gabola, & Pepe, 2017). Self-care activities Slide 5 (Brian) – Hobby Participating in self-care activities, such as pursuing hobbies and engaging in exercise, is a crucial factor in determining one's overall well-being (Ratey & Hagerman, 2010). THEME 4: COPING STRATEGIES
24. Coping strategies Slide Number and Teachers Impact on Well-being Accumulated experiences Slide 6 (Koki) Slide 25 (Chloe and Brian) All participants have gained extensive classroom experience, with expertise in numerous schools, levels, and responsibilities. These experiences, as described by Hargreaves (2005: 979), have influenced their skills and self- assurance, enabling them to adapt and succeed in their positions, improving their well-being. Alternative future plan Slide 4 (Akira) Slide 7 (Ken) Having plan B in some participants’ career served as a buffer in coping with stress and maintaining wellbeing. Downward social or self- comparison Slide 26 (Brian) Downward social or self-comparison, as described by Wills (1981), is a method used to improve one's well-being by comparing oneself to someone who is less fortunate or to a previous, less desirable version of oneself or past situations. Gratitude *Shared by many teachers in various slides According to Wood, Froh and Geraghty (2010), gratitude is “part of a wider life orientation towards noticing and appreciating the positive in the world” (p. 2). Gratitude is strongly connected to maintaining good well-being (Sheldon & Lyubomirsky, 2006). THEME 4: COPING STRATEGIES
25. Coping Strategies – Accumulated experiences First Interview with Chloe Chloe: But I feel that as a teacher I have grown after many years of teaching at a tertiary level. [….] As like, especially in the past couple of years. I haven't had any serious problems or any problems that I couldn't resolve. Second Interview with Brian Brian: And when you sense that you have a good grasp of how to manage your classes at the university level, that's another high point. Because in the beginning, it's all new. And then you might have some uncertainty, how to handle everything. So when you feel like you have a firm grasp of it, that's another high point.
26. Coping Strategies – Reframing First Interview with Brian Brian: Whenever I feel, like some discouragement, I always draw on my memory of pre- university work. I am able to compare and say, “Hey, it's not that bad compared to before when I was working in eikaiwa or working in high school.” So, all things taken into consideration, even if there are bumps on the road, compared to working with those other places still find a way better. So that's one thing that keeps me in a better frame of mind.
27. Coping Strategies – Growth Mindset Third Interview with Michelle Michelle: And I've definitely still need to improve. Yeah, I still see it as I challenge myself more, you know, I still see, "Oh, you could do this better. Oh you should think about this". And it, and it goes into my research as well. How can I explain this better? Or how should I analyze this to better understand it, so I can explain it better? So. Yeah, so I still I think it's an ongoing battle of how can I do it better. Some classes I walk away, I'm like, "Yeah, that was great". And other classes, I walk away and like, "That wasn't so." […] Trying to figure out what went wrong, and what could I do and, and just keep improving on that and keep experimenting, as well. Instead of always using the things that worked before it. Why don't you try something else? You might find something that works better? So yes, it's still a journey.
28. SUMMARY •Part-time teacher’s well-being is not static but fluid, emerging from the dynamic interplay of multiple levels of ecology. •Negative influences were mainly from universities’ unsupportive administrative structures and policy and job instability. •Positive influences came mostly from flexibility, autonomy, professional development, and connections inside and outside the university. •Participants had agency and employed various coping strategies and resources.
29. University administrators and full-time teachers should engage in dialogue with part-time teachers, providing institutional and interpersonal guidance and support to improve their part-time teachers’ professional lives. A certain degree of autonomy should be granted to part-time teachers. IMPLICATIONS
30. THANK YOU Yuta Mogi yutamogi-13@lab.tamagawa.ac.jp AILA| 2024