When you think about becoming an English teacher, what's the first thing that comes to mind? For many, it's a love for the English language. But a recent study by Koji Igawa reveals that the motivations behind choosing this career are far more complex and varied than you might expect.

The Surprising Diversity of Teacher Motivations

Igawa's research, which surveyed English teachers from Japan, Cambodia, and the United States, uncovered some fascinating insights into why people choose to teach English. While "liking English" was indeed a popular reason across all groups, it wasn't always the top motivator.

Here's a breakdown of the top reasons from each country:

1. Japan:
   • "I liked English" (51.9%)
   • "Easy for women to be and continue to be English teachers" (18.5%)
   • "To support students" (14.8%)
2. Cambodia:
   • "I liked teaching" (40.8%)
   • "To contribute to society" (38.8%)
   • "I liked English" (36.7%)
3. United States:
   • "Other" (52.9%) - More on this later!
   • "To contribute to society" (50.0%)
   • "I liked teaching" (47.1%)

As you can see, while liking English is important, it's far from the only factor driving people to become English teachers.

Cultural and Contextual Factors

The study highlights how cultural and contextual factors play a significant role in career motivation. For example:

• In Japan, the high percentage of teachers citing the ease of continuing the career as women reflects societal norms and job market realities.
• Cambodian teachers' emphasis on contributing to society aligns with the country's status as "a nation in transition" where English skills are highly valued.
• American teachers' diverse reasons (grouped under "Other") include motivations like travel, living abroad, and interest in foreign cultures - options more readily available to native English speakers.

The Importance of Teaching Passion

Interestingly, "liking teaching" was a top motivator for Cambodian and American teachers, but not for Japanese teachers. Only 11.1% of Japanese participants cited this as a reason, compared to 40.8% of Cambodians and 47.1% of Americans.

This disparity could be due to cultural differences in expressing job satisfaction or varying perceptions of the teaching profession. As Igawa notes, "to openly acknowledge his/her love for what he/she does for a living is not encouraged by Japanese culture."

Beyond Language Skills: The Multifaceted Role of English Teachers

The study reveals that becoming an English teacher involves much more than just language proficiency. Teachers are motivated by factors such as:

1. Social impact: Many teachers, especially in Cambodia and the US, cited "contributing to society" as a key motivator.
2. Personal growth: "Teaching is to keep on learning" was a popular reason, particularly among Cambodian teachers.
3. Career opportunities: Some teachers, especially in Cambodia, saw English teaching as a path to "a good job."
4. Cultural exchange: American teachers often mentioned interests in foreign cultures and travel as motivations.

These findings align with what Richards (2008) describes as the evolving role of English teachers in a globalized world:

"There is consequently an increasing demand worldwide for competent English teachers and for more effective approaches to their preparation and professional development."

Conclusion: A Holistic Approach to English Teaching

While a love for English is certainly beneficial for aspiring teachers, this study shows it's just one piece of the puzzle. Successful English teachers need a combination of language skills, teaching passion, cultural awareness, and a desire to make a positive impact.

If you're considering a career in English teaching, reflect on your motivations beyond just enjoying the language. Are you passionate about teaching itself? Do you have a desire to contribute to society or engage with different cultures? These factors may be just as important as your language skills in determining your success and satisfaction in this dynamic field.

Remember, as an English teacher, you're not just teaching a language - you're opening doors to new opportunities, fostering cross-cultural understanding, and potentially changing lives. It's a responsibility that goes far beyond grammar and vocabulary.

References:

Igawa, K. (2009). Initial Career Motivation of English Teachers: Why did they Choose to Teach English? Richards, J.C. (2008). Second language teacher education today. RELC Journal, 39(2), 158-177.