Aspiring world language teachers: Their influences, perceptions, and commitment to teaching

¡Profesores Adelante! Recruiting teachers in the target language

“…Kissau et al (2019) used survey and interview data from existing WL teacher candidates to determine what drew them to, or deterred them from, joining the profession. They found that the candidates were most strongly drawn to the profession by their love of the language, followed by their perceived social contribution and ability to impact the lives of children.…”

“…Another WL study that, as recommended by Kissau et al (2019), sought to reach a population not currently pursuing WL teaching, was Swanson and Moore (2006), which was conducted in rural secondary schools. The researchers confronted the problem by presenting lesson plans aimed at countering student misperceptions of WL teaching.…”

“…The findings of this study expand upon the currently limited body of literature on teacher recruitment, and WL teacher recruitment in particular. First, this study explores the beliefs and perceptions of a wider body of WL students, as opposed to the existing teachers and teacher candidates discussed in previous studies on recruitment (Guarino, Santibañez, & Daley, 2006; Kissau, Davin, & Wang, 2019; Wronowski, 2018). The recruitment materials comprised several modules to be completed over a semester, aligning with a long‐term approach to teacher recruitment recommended by the literature (Artzt & Curcio, 2008; Bert & Richards, 2018; Hubbard, Embry‐Jenlink, & Beverly, 2015; Swanson, 2011, 2012b).…”

Enhancing instructor candidate oral proficiency through interdepartmental collaboration

“…Nationally, approximately half of all world language instructor candidates fail to meet the Advanced Low threshold (Glisan, Swender, & Surface, ; Kissau, ; Swender, ). Further, studies have shown that anxiety surrounding the assessment and the fear of failure (Hammadou Sullivan, ; Kissau, Davin, & Wang, ) may cause some aspiring instructors to choose a nonteaching profession. While few would argue with the critical nature of advanced oral proficiency among practicing world language instructors, given the long‐standing, critical shortage of qualified instructors (ACTFL, ; Commission on Language Learning, ), more needs to be done to eliminate barriers and help prospective world language instructors successfully complete this performance‐based assessment.…”

Peningkatan Kinerja Guru melalui Lingkungan Kerja dengan Mengoptomalkan Efektivitas Kepemimpinan dan Komitmen Tugas

“…Anggota organisasi akan memiliki keinginan untuk tetap terikat dan loyal baik secara emosional maupun psikologis terhadap organisasi. Perasaan ini disebabkan karena merasa bangga sehingga memiliki keinginan untuk tetap menjadi bagian organisasi atas dasar pertimbangan untung rugi, dengan memperhitungkan keuntungan untuk tetap bekerja dalam organisasi, dan memperhitungkan kerugian jika meninggalkan organisasi (Luthans (2011, p. 147;Kissau, Davin, & Wang, 2019).…”