Understanding teacher professional commitment from a positive psychology perspective: A case from Myanmar's Chinese language teachers

Abstract

AbstractIn response to the issue of Chinese language teacher attrition in Myanmar, this study aimed to examine the professional commitment of these teachers, with a focus on how their commitment is constructed and shaped within the local context. The study adopted a theoretical lens of positive psychology and utilized a hermeneutic phenomenological approach. Data was collected through semi‐structured interviews in which 10 participants shared their life stories. Thematic analysis was then conducted to identify key themes. The study proposed a positive‐psychology‐informed model with motivation, meaning, and perseverance as the three key components that interact with each other to jointly shape teachers’ professional commitment. In particular, motivation to teach is a precondition, the meaning‐making process functions as reinforcement, and perseverance in coping with adverse situations is the ultimate embodiment of teachers’ professional commitment. A common feature underlying this model has been traces of the teachers’ positive emotions, attitudes, and values. Furthermore, the study approached Chinese language teachers’ professional commitment in the situated context at cultural, societal, and institutional levels. The study yields theoretical implications for understanding teacher commitment and offers practical insights for addressing the issue of attrition among Chinese language teachers in Myanmar and similar contexts.