Early career English teachers' professional commitment change: A Macau study

Shulin YU, Lianjiang JIANG, Wan Soi KEI

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2 Citations (Scopus)


While the role of professional commitment in retaining early career teachers has been widely acknowledged in the literature, few studies have examined the commitment change of early career teachers over time. Informed by a developmental perspective, this study explores three early career English teachers' commitment change across the teacher education programme, the practicum, the first year, and the second year in teaching. Drawing on data from in-depth individual life history interviews, this study reveals how the participants' commitment shifted among four commitment levels, i.e., committed passionate, committed compromiser, undecided, and uncommitted. The findings also show that such commitment change over time is an ongoing interaction between individual's self-efficacy, outcome expectation and the professional autonomy and social support afforded by institutional contexts. These findings call for a need to take teacher commitment as a multidimensional construct and to how early career teachers' commitment to teaching could be promoted over time. Copyright © 2020 Australian Teacher Education Association.
Original languageEnglish
JournalAsia-Pacific Journal of Teacher Education
Early online dateApr 2020
Publication statusE-pub ahead of print - Apr 2020


Yu, S., Jiang, L., & Kei, W. S. (2020). Early career English teachers' professional commitment change: A Macau study. Asia-Pacific Journal of Teacher Education. Advance online publication. doi: 10.1080/1359866X.2020.1756221


  • Teaching commitment
  • Teacher education
  • Teaching practicum
  • Change

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