From public schools to higher education
Exploring the motivational factors behind career transitions of EFL teachers
DOI:
https://doi.org/10.32674/mp41dn20Keywords:
EFL Teacher Transition, Career Mobility, Higher Education, Teacher MotivationAbstract
This study explores the key factors influencing EFL teachers' transition to higher education, focusing on financial incentives, job security, professional development, and the reputation of academia. As a qualitative research study, data were collected through semistructured interviews with 18 EFL teachers who had moved from school teaching to university positions. The findings showed that higher salaries, professional development grants, pension plans, and financial stability were the main motivators for the transition. However, the transition posed significant challenges, including increased administrative responsibilities, navigating academic hierarchies, and adapting to a new academic culture. Many experienced anxieties about building their academic identity due to research expectations and pressure to publish. Despite these challenges, post-transition experiences were largely positive. The participants reported greater professional autonomy, expanded development opportunities, and increased engagement with student diversity. The findings contribute to understanding teacher career mobility, highlighting both the benefits and barriers of transitioning to university
References
Abell, D., & Becker, K. (2021). Enhancing university employer attractiveness for the next generation of academics. Journal of Higher Education Policy and Management, 43(5), 457-473. DOI: https://doi.org/10.1080/1360080X.2020.1847241
https://doi.org/10.1080/1360080X.2020.1847241 DOI: https://doi.org/10.1080/1360080X.2020.1847241
Ackah-Jnr, F., Appiah, J., Abedi, E., Opoku-Nkoom, I., & Salaam, M. (2022). Quality education: Critical policy considerations that impact teacher retention in schools. European Journal of Education and Pedagogy, 3(3), 26-32. https://dio:10.24018/ejedu.2022.3.3.345 DOI: https://doi.org/10.24018/ejedu.2022.3.3.345
Al Gharsan, A. (2024, March 7). Transfer of 19728 teachers in the external transfer movement. AL Riyadh.
https://www.alriyadh.com/2063591?utm_source=chatgpt.com
Al-Ahmadi, H., Al-Sughaiyer, M., Ratrout, N., Al-Ofi, K., Muttlak, H., & Raza, Z. (2006). Self-reported attributes of traffic accident involvement by female teachers working in Saudi Arabia. WIT Transactions on The Built Environment, 89(12), 419-430. https://doi:10.2495/UT060421 DOI: https://doi.org/10.2495/UT060421
Alali, M. (2020). Constraints on Language Teacher Autonomy in a University Setting in Saudi Arabia [Doctoral dissertation, University of Southampton]. University of Southampton. https://eprints.soton.ac.uk/451734/
Al-Bokhamseen M., Al-Bodbaij M. (2019). Patterns of maxillofacial fractures in Hofuf, Saudi Arabia: A 10-year retrospective case series. The Saudi Dental Journal, 31(1), 129–136. https://doi.org/10.1016/j.sdentj.2018.10.001 DOI: https://doi.org/10.1016/j.sdentj.2018.10.001
Aldhafeeri, N., & Alanazi, F. (2024). Intent to leave academia: perceptions and challenges of nurse faculty. BMC Nursing, 23(1), 506. https://doi.org/10.1186/s12912-024-02137-y DOI: https://doi.org/10.1186/s12912-024-02137-y
Alemu, D., & Pykhtina, O. (2020). To leave or to stay: faculty mobility in the Middle East. International Journal of Education Policy and Leadership, 16(1),1-18. https://doi.org/10.22230/ijepl.2020v16n1a895 DOI: https://doi.org/10.22230/ijepl.2020v16n1a895
Alharbi, A., & Saaty, N. (2022). Demotivating teaching practices in EFL classrooms in Saudi secondary schools. Journal of Language Teaching and Research, 13(6), 1324-1331. https://doi.org/10.17507/jltr.1306.21 DOI: https://doi.org/10.17507/jltr.1306.21
Alharthey, A., Leong, Y., Said, M., & Chong, C. (2022). Gender's moderating role in employee satisfaction determinants and retention in Saudi Arabia's higher education sector. Advances in Social Sciences Research Journal, 9(8). https://doi.org/10.14738/assrj.98.12735 DOI: https://doi.org/10.14738/assrj.98.12735
Al-Jadid M. (2013). Disability in Saudi Arabia. The Saudi Medical Journal, 34(5), 453–460. https://europepmc.org/article/MED/23677260
Almegren, R. (2022). Politics and foreign language learning: A study of Saudis' motivations to learn English following the announcement of Saudi Vision 2030. Journal of Language and Linguistic Studies, 18(1), 135-158. https://doi:10.52462/jlls.171
Alsoaery, A. (2023). The Employee turnover phenomenon in Saudi Arabia’s private schools: Case study. Advances in Social Sciences Research Journal, 6(3), 439–471. https://doi.org/10.14738/assrj.63.14814 DOI: https://doi.org/10.14738/assrj.106.14814
Alsubaie, H. (2023). Job satisfaction of women teachers in Saudi private schools: examining perceptions, challenges a teachers turnover [Doctoral dissertation, University of Waikato]. University of Waikato. https://researchcommons.waikato.ac.nz/server/api/core/bitstreams/6968e9f2-38eb-41d5-85c6-fece1c3a8176/content
Bhatti, M., Alyahya, M., & Alshiha, A. (2022). Research culture among higher education institutions of Saudi Arabia and its impact on faculty performance: Assessing the role of instrumentality, research infrastructure, and knowledge production. Educational sciences: Theory & Practice, 22(2), 15-28. https://dio.10.12738/jestp.2022.2.0002
British Educational Research Association (BERA). (2024). Ethical guidelines for educational Research (5th ed.). London: The British Educational Research Association.
Brutt-Griffler, J., Nurunnabi, M., & Kim, S. (2020). International Saudi Arabia students’ level of preparedness: Identifying factors and maximizing study abroad experience using a mixed-methods approach. Journal of International Students, 10(4), 976-1004. DOI: https://doi.org/10.32674/jis.v10i4.839
https://doi.org/10.32674/jis.v10i4.839 DOI: https://doi.org/10.32674/jis.v10i4.839
Clark, T., Foster, L., Bryman, A., & Sloan, L. (2021). Bryman's social research methods. Oxford University Press.
Constantinou, C., Georgiou, M., & Perdikogianni, M. (2017). A comparative method for themes saturation (CoMeTS) in qualitative interviews. Qualitative research, 17(5), 571-588. DOI: https://doi.org/10.1177/1468794116686650
https://doi.org/10.1177/1468794116686650 DOI: https://doi.org/10.1177/1468794116686650
Dieudé, A., & Prøitz, T. (2024). Curriculum policy and instructional planning: Teachers’ autonomy across various school contexts. European Educational Research Journal, 23(1), 28-47. DOI: https://doi.org/10.1177/14749041221075156
https://doi.org/10.1177/14749041221075156 DOI: https://doi.org/10.1177/14749041221075156
Dörnyei, Z., & Ushioda, E. (2021). Teaching and researching motivation. Routledge. DOI: https://doi.org/10.4324/9781351006743
Ferrare, J., & Phillippo, K. (2023). Conflict theory extended: A framework for understanding contemporary struggles over education policy. Educational Policy, 37(3), 587-623. https://doi.org/10.1177/08959048211042567 DOI: https://doi.org/10.1177/08959048211042567
Fitzgerald, A., Cooper, R., Carpendale, J., & Mansfield, J. (2024). Career transitions in teacher education: ‘Stories’ from three teacher educators. The Australian Educational Researcher, 52, 1407–1429. DOI: https://doi.org/10.1007/s13384-024-00768-3
https://doi.org/10.1007/s13384-024-00768-3 DOI: https://doi.org/10.1007/s13384-024-00768-3
Fullan, M. (2007). Leading in a culture of change. John Wiley & Sons.
Galloway, N. (2017). Global Englishes and change in English language teaching: Attitudes and impact. Routledge. DOI: https://doi.org/10.4324/9781315158983
Getie, A. S. (2020). Factors affecting the attitudes of students toward learning English as a foreign language. Cogent Education, 7(1), 1738184. https://doi.org/10.1080/2331186X.2020.1738184 DOI: https://doi.org/10.1080/2331186X.2020.1738184
Gulnaz, F., Ahmad, A., & Mandouh, S. (2015). An exploration of the demotivational factors affecting teaching and learning of English as a foreign language of EFL learners in Gulf countries. People, 2(1), 17-32. http://dx.doi.org/10.20319/pijss.2016.21.17-32 DOI: https://doi.org/10.20319/pijss.2016.21.17.32
Hagaman, A., & Wutich, A. (2017). How many interviews are enough to identify metathemes in multisited and cross-cultural research? Another perspective on Guest, Bunce, and Johnson’s (2006) landmark study. Field methods, 29(1), 23-41. https://doi.org/10.1177/1525822X16640447 DOI: https://doi.org/10.1177/1525822X16640447
Hennink, M., Kaiser, B., & Marconi, V. (2017). Code saturation versus meaning saturation: how many interviews are enough?. Qualitative health research, 27(4), 591-608. https://doi.org/10.1177/1049732316665344 DOI: https://doi.org/10.1177/1049732316665344
Hennink, M., & Kaiser, B. (2022). Sample sizes for saturation in qualitative research: A systematic review of empirical tests. Social Science & Medicine, 292, 114523. https://doi.org/10.1016/j.socscimed.2021.114523 DOI: https://doi.org/10.1016/j.socscimed.2021.114523
Hughes, S., & Lewis, H. (2020). Tensions in current curriculum reform and the development of teachers’ professional autonomy. The curriculum journal, 31(2), 290-302. https://doi.org/10.1002/curj.25 DOI: https://doi.org/10.1002/curj.25
Jendli, A., & Albarakati, M. (2024). Exploring motivational dynamics: The role of oral activities in improving Arab students’ learning of English. International Journal of Learning, Teaching and Educational Research, 23(3), 131-149. https://doi.org/10.26803/ijlter.23.3.7 DOI: https://doi.org/10.26803/ijlter.23.3.7
Kim, M., & Davis, J. (2017). Native English speakers’ perceptions of working at the tertiary level in Korea. Korean Journal of Teacher Education, 33(4), 51–69. https://doi.org/10.14333/KJTE.2017.33.4.51 DOI: https://doi.org/10.14333/KJTE.2017.33.4.51
Le, X., & Le, T. (2022). Factors affecting students’ attitudes toward learning English as a foreign language in a tertiary institution of Vietnam. International Journal of TESOL & Education, 2(2), 168-185. https://doi.org/10.54855/ijte.22229 DOI: https://doi.org/10.54855/ijte.22229
Lebeau, Y., & Alruwaili, J. (2022). Convergence and local orders in the dynamics of change in higher education: a perspective from Saudi Arabia. Policy reviews in higher education, 6(1), 6-26. DOI: https://doi.org/10.1080/23322969.2021.1904791
https://doi.org/10.1080/23322969.2021.1904791 DOI: https://doi.org/10.1080/23322969.2021.1904791
Loughran, J. (2019). Pedagogical reasoning: The foundation of the professional knowledge of teaching. Teachers and Teaching, 25(5), 523-535. https://doi.org/10.1080/13540602.2019.1633294 DOI: https://doi.org/10.1080/13540602.2019.1633294
Maashi, K., Kewalramani, S., & Alabdulkareem, S. (2022). Sustainable professional development for STEM teachers in Saudi Arabia. Eurasia Journal of Mathematics, Science and Technology Education, 18(12), em2189. https://doi.org/10.29333/ejmste/12597 DOI: https://doi.org/10.29333/ejmste/12597
Malderez, A., & Wedell, M. (2007). Teaching teachers: Processes of teacher education. Routledge.
Meemar, S., Poppink, S., & Palmer, L. (2018). Educational decentralization efforts in a centralized country: Saudi Tatweer principal perceptions of new authorities granted. International Journal of Education Policy and Leadership, 13(2). https://doi.org/10.22230/ijepl.2018v13n2a730 DOI: https://doi.org/10.22230/ijepl.2018v13n2a730
Ministry of Education (MoE). (2025). Ministry of Education announces the opening of applications for 10,494 teaching positions in all education departments. https://moe.gov.sa/ar/mediacenter/MOEnews/Pages/news1_02032025.aspx
Morse, J. M. (2015). Data were saturated... Qualitative health research, 25(5), 587-588. https://doi.org/10.1177/104973231557669 DOI: https://doi.org/10.1177/1049732315576699
Nair, S., Mee, L., & Cheik, A. (2016). Internal push factors and external pull factors and their relationships with lecturers’ turnover intention. International Journal of Business and Management, 11(12), 110-126. http://dx.doi.org/10.5539/ijbm.v11n12p110 DOI: https://doi.org/10.5539/ijbm.v11n12p110
Nowell, L., Norris, J., White, D., & Moules, N. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1), 1–13. https://doi.org/10.1177/1609406917733847 DOI: https://doi.org/10.1177/1609406917733847
Pacino, A., & Qureshi, F. (2021). Why Is Saudi Arabia’s EFL teacher attrition rate so high, and what can be done to stem the tide of transient teachers?. Middle Eastern Journal of research in Education and Social Sciences, 2(4), 37-52.https://doi.org/10.47631/mejress.v2i4.339 DOI: https://doi.org/10.47631/mejress.v2i4.339
Pacino, A., & Qureshi, F. (2022). The impact of student and peer behavior on EFL teachers' motivation and job satisfaction in a Saudi Arabian context. TESOL Communications, 1(2), 65–77. https://doi.org/10.46451/tc.20220204 DOI: https://doi.org/10.46451/tc.20220204
Ross, P., Scanes, E., & Locke, W. (2024). Stress adaptation and resilience of academics in higher education. Asia Pacific Education Review, 25(4), 829-849. https://doi.org/10.1007/s12564-023-09829-1 DOI: https://doi.org/10.1007/s12564-023-09829-1
Rumbley, L., Altbach, P., & Reisberg, L. (2012). Internationalization within the higher education context. In D. Deardorff, H. De Wit, J. Heyl (eds.) The SAGE handbook of international higher education, (pp. 3- 26). Sage. DOI: https://doi.org/10.4135/9781452218397.n1
Chen, J., & Chi-Kin Lee, J. (2022). Teacher resilience matters: a buffering and boosting effect between job driving factors and their well-being and job performance. Teachers and Teaching, 28(7), 890-907. https://doi.org/10.1080/13540602.2022.2116574 DOI: https://doi.org/10.1080/13540602.2022.2116574
Hulme, M., & Wood, J. (2022). The importance of starting well: The influence of early career support on job satisfaction and career intentions in teaching. Journal of Further and Higher Education, 46(4), 504-521. https://doi.org/10.1080/0309877X.2021.1985981 DOI: https://doi.org/10.1080/0309877X.2021.1985981
Saha, N. (2015). Higher education in Saudi Arabia. Journal of International Students, 5(3), 317-318. https://doi.org/10.32674/jis.v5i3.427 DOI: https://doi.org/10.32674/jis.v5i3.427
Sharplin, D. (2014). Reconceptualizing out-of-field teaching: Experiences of rural teachers in Western Australia. Educational Research, 56(1), 97-110. https://doi.org/10.1080/00131881.2013.874160 DOI: https://doi.org/10.1080/00131881.2013.874160
Sherman, B., & Teemant, A. (2023). Pedagogical coaching as identity work: Cultivating and negotiating ESL teacher narrative identities. Journal of Language, Identity & Education, 1-16. DOI: https://doi.org/10.1080/15348458.2023.2224000
https://doi.org/10.1080/15348458.2023.2224000 DOI: https://doi.org/10.1080/15348458.2023.2224000
Skinner, B., Leavey, G., & Rothi, D. (2021). Managerialism and teacher professional identity: Impact on well-being among teachers in the UK. Educational review, 73(1), 1-16. https://doi.org/10.1080/00131911.2018.1556205 DOI: https://doi.org/10.1080/00131911.2018.1556205
Szelei, N., Tinoca, L., & Pinho, A. (2020). Professional development for cultural diversity: The challenges of teacher learning in context. Professional development in education, 46(5), 780-796. DOI: https://doi.org/10.1080/19415257.2019.1642233
https://doi.org/10.1080/19415257.2019.1642233 DOI: https://doi.org/10.1080/19415257.2019.1642233
Szromek, A., & Wolniak, R. (2020). Job satisfaction and problems among academic staff in higher education. Sustainability, 12(12), 4865. https://doi.org/10.3390/su12124865 DOI: https://doi.org/10.3390/su12124865
Tang, Y. (2020). It’s not only work and pay: The moderation role of teachers’ professional identity on their job satisfaction in rural China. Applied Research in Quality of Life, 15(4), 971-990. https://doi.org/10.1007/s11482-019-09716-1 DOI: https://doi.org/10.1007/s11482-019-09716-1
Tisdell, E. J., Merriam, S. B., & Stuckey-Peyrot, H. L. (2025). Qualitative research: A guide to design and implementation. John Wiley & Sons.
Tracy, S. J. (2024). Qualitative research methods: Collecting evidence, crafting analysis, communicating impact. John Wiley & Sons.
Van Lankveld, T., Schoonenboom, J., Volman, M., Croiset, G., & Beishuizen, J. (2017). Developing a teacher identity in the university context: A systematic review of the literature. Higher education research & development, 36(2), 325-342. https://doi.org/10.1080/07294360.2016.1208154 DOI: https://doi.org/10.1080/07294360.2016.1208154
Wibowo, A. M., Prihatin, T., & Istiyani, D. (2023). The Influence of 'Push-in Pull-out' learning model on students' learning outcomes viewed from academic capability. International Journal of Instruction, 16(1), 1057-1078. https://e-iji.net/ats/index.php/pub/article/view/246 DOI: https://doi.org/10.29333/iji.2023.16158a
World Health Organization. (2018). Global status report on road safety. https://www.who.int/publications-detail/global-status-report-on-road-safety-2018
Xu C., Wang C., Ding Y., Wang W. (2020). Investigation of extremely severe traffic crashes using fault tree analysis. Transportation Letters, 12(3), 149–156. https://doi.org/10.1080/19427867.2018.1540146 DOI: https://doi.org/10.1080/19427867.2018.1540146
Xue, L. (2021). Challenges and resilience-building: a narrative inquiry study on a mid-career Chinese EFL teacher. Frontiers in Psychology, 12, 758925. https://doi.org/10.3389/fpsyg.2021.758925 DOI: https://doi.org/10.3389/fpsyg.2021.758925
Ylijoki, O. (2022). Invisible hierarchies in academic work and career-building in an interdisciplinary landscape. European Journal of Higher Education, 12(4), 356-372. https://doi.org/10.1080/21568235.2022.2049335 DOI: https://doi.org/10.1080/21568235.2022.2049335
Downloads
Published
Issue
Section
Categories
License
Copyright (c) 2025 Journal of International Students
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright (c) [year] [author]
This work is licensed under a Creative Commons Attribution 4.0 International License.
This license permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. https://creativecommons.org/licenses/by/4.0
