Asian Journal of Education and Training

Influence of professional motivation and digital competence on teachers’ career satisfaction

Arzu Altin — 2025-01-21

This study aims to examine the factors affecting teachers’ professional motivation and career satisfaction based on their perspectives, with a specific focus on the influence of digital competencies. A teacher's ability to develop a positive attitude toward their profession and achieve their personal career goals is a situation that affects the efficiency of education for both themselves and their students. The study uses a qualitative, phenomenological design, with participants comprising 11 teachers from various subjects and school levels, selected through maximum variation sampling, a purposeful sampling method. According to the findings derived from teachers’ feedback, the attitudes of school administrators, colleagues, and parents have both positive and negative impacts on teachers' motivation and career satisfaction. Teachers primarily attribute their motivation to internal factors and note their efforts to develop digital competencies, ensuring they remain adaptable to the evolving demands of the digital age in education. It has been observed that teachers’ professional motivation is influenced by several factors, including their income levels, the adequacy of the school’s physical environment, communication with administrators and colleagues, student motivation, and their own passion for the profession. Since teachers view their profession not merely as a job but as a mission and social duty, they tend to associate career satisfaction with their ability to contribute to students' growth, inspire them, and make a lasting impact on their lives, rather than with higher salaries or social status. Additionally, societal perspectives and political policies shape how teachers perceive their profession as a long-term career.

World language communities of practice: Bridging universities with internationalization at home

Amy Corrinne Roberts — 2025-02-20

This article explores how world language communities of practice advance internationalization at home on a university campus through qualitative case study research. These communities exemplify a multidimensional approach to global engagement, blending global perspectives with the local campus through non-formal and cross-cultural language initiatives. One specific program, the World Language and Culture Program (WLCP) served as the focal point of investigation. Participants included 15 WLCP teachers, international students, scholars and community members located on a university campus in the United States Rocky Mountain Region. The community of practice framework was used to examine the program. Data collection included interviews with WLCP teachers, participant observations of classes and analysis of program documents. The analysis employed a case-by-case approach focusing on each WLCP teacher as a distinct case. Findings suggest that WLCP teachers play a critical role in promoting intercultural competence and enhancing the visibility and active involvement of the international campus community. Implications indicate that the WLCP is a bridge between local and international campus communities, creating a space for cultural exchange and learning beyond traditional classroom settings. Non-formal initiatives like the WLCP highlight how leveraging the diverse experiences, languages and cultures of international communities can enhance internationalization at home.

Degree of teachers' adaptation to digital skills sustainable development

Fadi Bani Ahmad — 2025-02-20

The study aimed to assess how teachers adapt to digital skills for sustainable development in education. This study involved 10 teachers from various departments with pre- and post-interviews to evaluate their adaptation levels using qualitative methods. A tool with three open-ended questions was developed and its validity and reliability were confirmed. The findings revealed that teachers require significant improvement in digital skills to enhance their teaching, stressing the importance of offering updated training programs that integrate digitalization into education. Some teachers showed low adaptation to digital skills due to limited awareness and unfamiliarity with digital tools. The study highlights the need for ongoing professional development to address gaps in digital competence and support the integration of digital tools in teaching. Practical recommendations include in-service teacher training focused on digital applications, equipping institutions with necessary technological resources and fostering an environment conducive to digital integration. Addressing these needs will help teachers adapt better to digital practices, ultimately improving education quality and aligning with sustainable development goals. This study emphasizes the importance of aligning educational practices with global trends toward digital transformation and sustainable development by enhancing teachers' digital competence.