The growing population of non-Chinese speaking (NCS) students in Hong Kong has presented substantial challenges for Chinese language teachers in their teaching practices. The motivation to teach NCS students not only impacts Chinese language teachers' quality of instruction but also influences their overall well-being. However, research on Chinese language teachers' work motivation is far more insufficient. This study aimed to identify the motivation profiles of Chinese language teachers of NCS students, examine the influencing factors contributing to the profile membership, and explore the relationships between motivation profiles and teacher well-being. Two hundred and ninety Chinese language teachers working with NCS students in Hong Kong primary schools completed an online survey. The data were analyzed using Latent profile analysis, ANOVA, and multinominal logistic regression. Results showed that three motivation profiles were identified: de-motivated, mixed-motivated, and autonomous-motivated. Female teachers and teachers with in-service training related to teaching NCS students were more likely to belong to the mixed-motivated and autonomous-motivated profiles. Mixed-motivated teachers exhibited the highest levels of well-being, followed by autonomous-motivated teachers and de-motivated teachers. The findings shed light on Chinese language teachers' work motivation and enrich the existing literature. Practical implications are provided for teachers, schools, and educational authorities to enhance Chinese language teachers' adaptive motivation to teach NCS students.

Authors:
Zhengli Xie, The Hong Kong Polytechnic University, China
Yuan Yao, The Hong Kong Polytechnic University, China
Xinhua Zhu, The Hong Kong Polytechnic University, China

About the Presenter(s)
Dr Zhengli Xie is a University Postdoctoral Fellow or Instructor at The Hong Kong Polytechnic University in Hong Kong

See this presentation on the full schedule – Saturday Schedule

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