Why did people become secondary-school English as a foreign language teachers in China? An examination of the pathways, motivations and policy through a life-history narrative approach

Teacher motivation has been found to be a critical predictor of teachers’ work commitment, identity and performance, yet has received insufficient attention in educational policymaking. In this article the reasons for people becoming teachers of English as a foreign language in China, reflect both social and psychological factors. This motivational aspect of becoming and being a teacher, in particular a teacher of English, provides an avenue for capturing teachers’ meaning and understanding of teaching in their context through the narratives of their experience of why and how they teach English. To develop a policy aimed at sustaining the intrinsic motivation of teachers, it is crucial to analyze the issues that affect a teacher’s commitment and identity.