An exploration of efl novice teachers’ professional tensions between their expectations and realities (những xung Đột nghề nghiệp giữa kỳ vọng và thực tế của các giáo viên tiếng anh mới)

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGE AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ******************** NGUYEN THI KIEU TRINH AN EXPLORATION OF EFL

INTRODUCTION

Rationale

Teaching English as a Foreign Language (EFL) is a dynamic and ever-evolving profession, particularly in an increasingly globalized world where English serves as a key medium of communication However, novice EFL teachers often encounter significant challenges as they transition from training programs to real-world classroom environments This period is marked by a steep learning curve, where new teachers must navigate a variety of professional tensions that arise due to the mismatch between their expectations and the realities of teaching (Farrell, 2016) The transition is complicated by several factors, including cultural differences in language use, diverse learner needs, varying institutional contexts, and different educational standards (Richards & Farrell,

Research indicates that nearly half of all teachers are likely to leave the profession within the first five years, largely due to difficulties such as low pay, student discipline issues, a lack of institutional support, unfavorable working conditions, inadequate preparation, and limited involvement in decision-making processes (Andrews & Martin, 2003; Cochran-Smith, 2004; Darling-Hammond, 2003; Ingersoll, 2003, 2004; Kent,

2000) These factors are compounded in EFL contexts, where teachers often face additional challenges, such as language barriers, cultural misunderstandings, and a lack of resources specific to language teaching (Borg, 2006)

The early career phase is critical for EFL teachers, as they strive to integrate theoretical knowledge gained from their training programs with the practical demands of their classrooms (Freeman, 2002) to solve these challenges However, many novice teachers report feeling unprepared for managing classroom behavior, differentiating instruction to meet diverse learner needs, and effectively communicating with parents

2 and colleagues (Veenman, 1984) Moreover, they frequently struggle with limited mentorship and inadequate professional development opportunities, which further hinders their ability to adjust to their new roles (Kelchtermans, 2009; Flores, 2006)

The professional tensions faced by novice EFL teachers are not just individual experiences but reflect broader systemic issues in teacher preparation and professional support (Farrell, 2012) Understanding these tensions is vital for improving teacher education programs and ensuring that new teachers are better equipped to handle the challenges of their early careers As noted by Farrell (2016), beginning teachers often experience a "reality shock" as they confront the complexities of the classroom that were not fully addressed during their training This shock can lead to disillusionment, reduced job satisfaction, and ultimately, attrition from the profession (Farrell, 2016)

In Vietnamese context, the gap between their expectations - shaped by theoretical training - and the realities of teaching can be particularly stark in Vietnam, where issues such as large class sizes, varying student proficiency levels, and a lack of adequate teaching resources are prevalent (Van, 2010) Similarly, Hai Ha and Le Ha (2020) synthesizes problems in Vietnamese education such as low pedagogical skills and language competence, absence of standardization and quality control, resource restrictions, exam-oriented culture, which can cause tensions among teachers

Given this context, there is a critical need for empirical research that explores the specific experiences of novice EFL teachers, particularly their struggles to reconcile their professional expectations with the realities of teaching This study focuses on four novice EFL teachers who have limited experience and are currently teaching in different institutions and educational levels By employing qualitative methods, such as semi- structured interviews and teachers' narratives, this research aims to provide a nuanced understanding of the professional tensions these teachers face and their coping strategies

As a result, it could not only guide the design of more supportive teaching environments, fostering resilience and long-term commitment to the profession but also contribute to the development of more effective teacher training programs that better prepare teachers for the realities of their profession.

Objectives and scope of the research

This paper is conducted to investigate the EFL novice teachers’ professional tensions between the expectations they had before entering the profession and the realities they encounter in their teaching practice Examining these conflicts offers important insights into the development and adaptation of beginning EFL teachers Besides, understanding how instructors deal with these conflicts can help us pinpoint tactics that foster resiliency, reflective practice, and the creation of potent pedagogical frameworks

To achieve the aforementioned goals, these following research questions have to be answered:

1 What professional tensions do the EFL novice teachers encounter in their teaching?

2 Why do they encounter those tensions?

3 How do they address those tensions?

This case study focuses on the professional tensions experienced by novice teachers in English as a Foreign Language (EFL) education, particularly the gap between their expectations and the realities of teaching The research involves four novice EFL

4 teachers who have limited experience in the field and are currently teaching at different institutions and educational levels

Data for this study was collected using two methods: semi-structured interviews and teachers' narratives The narratives were written by the participants over one week and submitted in Word format, while the interviews were conducted online via Zoom The data collection took place around January 2024, at the beginning of the second semester of the school year, ensuring that each teacher had had at least one full semester of experience at their respective schools

The study used qualitative data analysis to explore the experiences of these teachers and provided insights into the challenges they have faced in bridging the gap between their professional expectations and the realities of teaching in diverse educational settings and levels.

Significance of the study

The significance of this study lies in its potential to fill a critical research gap in the Vietnamese educational context, specifically concerning novice EFL (English as a Foreign Language) teachers The study addresses the disconnect between the theoretical training that new teachers receive and the challenging realities they face in the classroom

By focusing on the personal experiences and coping mechanisms of four novice EFL teachers through qualitative methods, this study aims to offer an in-depth understanding of their challenges The findings can have practical implications, guiding the development of supportive teaching environments that foster resilience and commitment Additionally, this research could inform the creation of teacher training programs better aligned with real classroom conditions, ultimately helping novice

5 teachers transition more smoothly into their professional roles and encouraging long- term engagement in the field.

Organization of the research

The organization of this study is structured into three main parts to systematically address the research objectives and questions:

Part I – Chapter 1 Introduction lays the foundation of the research, beginning with the rationale that explains the significance and need for the study It outlines the objectives and scope of the research, providing a clear direction and defining the boundaries within which the study operates This part also formulates the research questions that guide the investigation, focusing on the professional tensions experienced by novice teachers, the reasons behind these tensions, and the strategies they employ to manage them

Part II: Development delves into the core of the research through three detailed chapters Chapter 2: Literature Review explores existing research on novice teachers, the nature of professional tensions, and the confrontation strategies employed in various educational contexts This review sets the theoretical framework for the study Chapter

3: Research Methodology describes the study's design, including the populations of novice teachers It details the qualitative approach adopted (including the narrative inquiry and semi-structured interviews used for data collection and analysis procedures) Chapter 4: Findings and Discussions presents the analyzed data, addressing the research questions by highlighting key themes and insights related to the identified professional tensions and the coping mechanisms employed by the teachers

Part III – Chapter 5 Conclusions and Recommendations synthesizes the findings, drawing overall conclusions from the study and discussing their implications for educational practice and policy This part also offers recommendations based on the research outcomes, suggesting strategies for supporting novice teachers in managing professional tensions and enhancing their teaching experience.

Summary

Overall, this part sets the stage for the research by outlining its significance, objectives, and scope It explains the rationale behind investigating the professional tensions faced by novice teachers and presents the key research questions that guide the study Lastly, the organization of the research is outlined, providing a roadmap for how the study unfolds

LITERATURE REVIEW

The novice teachers

Although the phrase "novice teachers" has been used in teacher education and educational leadership literature in a variety of ways, it still shares the similar names such as “new, newly qualified, newly recruited, beginning, or early career teachers” (Lap et al., 2022) More specifically, William (2020) asserts that novice teachers are those starting to establish her own teaching philosophy, instructional style, and methods for managing the classroom In the same way, Farrell (2012) claims that individuals who teach something for the first time can be a beginner teacher

Regarding teaching time, Kim and Roth (2011) consider novice teachers those with five years or less of experience is considered a beginner In contrast, according to Trent (2012) and Farrell (2012), beginner teachers have less than three years of classroom experience Therefore, novice teachers in this study are those having no more than three-year teaching experience They are working in different educational institutions and levels of education

Moreover, the professional period of novice teachers are described as a protracted and intricate journey (Flores & Day, 2006) when they need to change the role from a

8 student (Figure 1) Throughout this process, new teachers are tasked not only with the development of their professional identity but also with the construction of a professional practice (Feiman-Nemser, 2001) Simultaneously, they grapple with tensions, described by Veeman (1984) as 'transition shock.' These would be identified as significant factors contributing to the decision of some novice teachers to leave the profession

Figure 1: The transition process of novice teachers

Professional practices and professional identities of the novice teachers

The way EFL teachers view themselves and their jobs in the educational setting is referred to as their professional identity Numerous elements, such as individual experiences, educational backgrounds, cultural influences, and possibilities for professional growth, influence these identities (Varghese et al., 2005) Similarly, Beijaard, Meijer, and Verloop (2004) describe professional identity as a complex interplay of self-perception, professional beliefs, and the social contexts in which teachers operate Novice teachers often experience a period of "identity crisis" as they reconcile their idealistic views of teaching with the realities of the classroom (Pillen, Beijaard, & den Brok, 2013)

The different tactics, procedures, and approaches that EFL teachers use in their classes to promote successful language acquisition are referred to as professional practices Numerous factors, such as teacher preparation, educational backgrounds, teaching experiences, and individual views on language acquisition, have an impact on these practices (Richards, 2011)

For example, in Vietnamese context, teachers have adopted different methods in their teaching Notably, they are usually trained and encouraged to conduct communicative activities such as role-plays, group discussions, and problem-solving tasks, to promote interaction and authentic use of the target language These activities help students develop both fluency and accuracy in speaking and listening, encouraging them to use the language meaningfully in real-life contexts (Richards, 2006)

2.2.3 The relationship between professional practices and professional identities

The professional practices and professional identities of EFL teachers have a strong relationship Central to this is the understanding that teachers' professional identities are not static but dynamic constructs that evolve through their engagement with teaching practices, pedagogical approaches, and interactions with students (Pennington

& Richards, 2016; Yazan, 2018; Borg 2019) For example, when teachers successfully implement a new pedagogical approach, such as task-based language teaching, and observe positive student outcomes, their professional identity may shift to reflect greater confidence and alignment with contemporary teaching methods (Farrell, 2015) Reflection on these experiences is key, as it allows teachers to integrate new insights into their self-concept as educators (Zeichner & Liston, 2013)

Personal beliefs and values, or teachers’ expectation in this study, play a significant role in shaping the professional identity of novice teachers According to

Korthagen (2004), teachers’ personal beliefs about education, learning, and their role in the classroom significantly impact their teaching practices and professional identity

Similarly, Borg (2003) and Kubanyiova (2012) suggest that how teachers perceive themselves in their professional role significantly impacts the choices they make in their teaching methods and approaches For instance, a teacher who identifies strongly with communicative language teaching may prioritize interactive activities in the classroom, while another teacher with a different identity might favor a more traditional, grammar-focused approach Furthermore, the willingness of EFL teachers to adopt or resist particular teaching methods or approaches is heavily influenced by their professional identities Kubanyiova (2012) and Varghese et al (2005) argue that teachers' identities can act as either facilitators or barriers to innovation in their practices

To illustrate, teachers who perceive themselves as innovative and open to change are more likely to embrace new methodologies, whereas those who hold onto traditional identities may resist novel approaches

The relationship between professional identity and practices is not always straightforward or harmonious; it can be characterized by challenges To be more specific, they may experience a misalignment between their professional identity and the practices they are required to adopt due to institutional policies, curriculum requirements, or administrative expectations For example, an EFL teacher who values student-centered learning may feel conflicted if their school emphasizes standardized testing and a rigid curriculum This tension can lead to professional dissatisfaction, stress, and identity crises (Pillen, Beijaard, & den Brok, 2013).

Professional tensions of the novice teachers

Early career teachers (ECTs), also known as novice teachers, are frequently characterized by their ongoing investigation of their professional identities and reflection

11 on why they chose the teaching profession throughout their initial years of teaching (Beauchamp & Thomas, 2009; Day et al., 2006; De Vries et al., 2014) However, they have encountered multiple tensions, which are frequently referred to as "praxis shock." (Veenman, 1984) It is described as their encounter with their demands and obligations of teaching in classroom, which tests their views and notions about teaching, both challenging and confirming some of them (Kelchtermans & Ballet, 2002)

There are several reasons behind this phenomenon Firstly, it is considered the period of fast transition from student to teacher, where their thinking, attitudes, and norms need to be changed completely (Flores 2004; Kelchtermans and Ballet, 2002) The second reason is obligations in balancing and connecting their personal subjectivities or ideologies and their professional selves (Alsup 2006) To be more specific, in order to meet the standards of the teaching profession, new teachers must integrate their personal knowledge, attitudes, and cultural norms This entails aligning their personal attributes with the values that are widely recognized, the academic standards, and the institutional requirements specific to the educational environment in which they work (Pillen, Beijaard, and Den Brok, 2013)

Correa et al (2015) adopt a post-modernist viewpoint and analyze these conflicts arising from underappreciation by peers and stakeholders, coupled with a lack of coordination among their own methods These factors lead to modifications in the identities, attitudes, and pedagogical approaches of novice teachers In other words, professional tensions can affect both professional identities and practices

Similarly, according to research by Stokking et al (2003), Kim and Cho (2014), and Delamarter (2015), student-teachers have certain optimistic views about teaching, particularly about how they will be regarded by their peers and school administrators and how the educational system works While Friedman (2004) calls those delusions

"organizational expectations" and comes to the conclusion that EFL teachers' conflicts arise because these presumptions are rarely in line with reality, educators in Uştuk’s research (2022) took into account conflicts when providing professional development chances within simulated environments They also contrasted these identity tensions through pretend play while examining tensions in a secure learning setting

To deal with these conflicts, the novice teachers take different tacks While some could reject these facts and decide to quit their jobs, others keep redefining who they are They continuously negotiate their identities (from their expectation) in alignment with external factors in the educational context (or the realities) (Kubanyiova, 2012) In other words, beginning teachers often adapt to the demands of thriving in the new school culture by changing their beliefs about attrition, retention, professional development, and, most importantly, teaching practices (Buchanan et al., 2013; Howes & Goodman- Delahunty, 2015; Karlberg & Bezzina, 2020; Mihaela & Alina-Oana, 2015)

However, Hong et al (2016) highlighted that teachers' narratives about their teaching experiences are often characterized by tensions – contrasting forces that appear to be in conflict with one another They asserted that such tensions, though seemingly contradictory on the surface, are an inherent part of our lived experiences (Hong et al.,

2016) The authors contended that these tensions serve to raise questions and prompt further inquiries, rather than being viewed as problems to be resolved (Hong et al., 2016).

Review on previous studies

Early career teachers (ECTs), also known as novice teachers There are several papers investigating beginning teachers’ tensions/ conflictions Olsen (2010) gave an example to illustrate this point, in which the beginning teacher was required to cope with tensions in teaching methodology application Particularly, while she conceived teaching in a teacher-centered/ traditional way, the university programme asked for a more

13 student-centered approach Similarly, according to Thanh (2021), English language instruction in Vietnam is oriented on the Communicative Language Teaching (CLT) approach, which strives to employ English for everyday communication But in order to prepare students for exams, teachers primarily concentrate on teaching vocabulary, grammar rules, and reading comprehension – a key component of the Grammar- Translation Method (GTM) (Le & Barnard, 2019; Nguyen, 2016; Phan, 2017) This has had a significant negative washback effect, especially in the setting of Vietnam's numerous public schools Educators may decide to "surrender" and follow the standard, which is to teach English for written tests rather than for communication (Le, 2019a)

When it comes to different types of tensions, Tajeddin and Yazan (p.24, 2024) list three aspects including “tensions between teachers’ vision (i.e., imagined identity) and their actual practice (e.g., Hammerness, 2003), between their negotiated/enacted identities and assigned/imposed identities (e.g., Alsup, 2005), and between professional identities and personal/social identities (e.g., Olsen, 2016)” Especially, these conflicts stem from the disparities in the instructional beliefs, values, and priorities of teachers as well as the demands and limitations of the context (Xu & Tao, 2023)

Another study conducted by Pillen et al (2013) investigates the professional tensions encountered by novice English as a Foreign Language (EFL) teachers in relation to their professional identity, illustrated in Table 1.

Table 1: Novice teachers’ tensions (Pilen et al., 2013)

1 Feeling like a student vs being expected to act like an adult teacher

Beginning teachers are expected to act like mature, professional teachers by students and colleagues

New teachers often still feel like students internally (Fuller & Bown, 1975; Volkmann & Anderson, 1998)

2 Wanting to care for students vs being expected to be tough

New teachers are expected to maintain control of the classroom

Novice teachers worry that establishing control will undermine their relationship with students (Fuller & Bown, 1975; Shapira-Lishchinsky, 2011)

3 Feeling incompetent in terms of knowledge vs being expected to be an expert

Students anticipate that beginning teachers will be subject experts

These teachers often feel they still have a lot to learn and feel incompetent in terms of knowledge (Fuller & Bown, 1975; Volkmann & Anderson, 1998)

4 Experiencing a discrepancy between one’s own, usually implicit, lay theories and theories that are relevant to the teaching profession

Novice teachers are expected to adopt professional theories relevant to teaching

Their implicit, unspoken beliefs about teaching and learning can conflict with professional theories (Sugrue, 1997; Beijaard et al., 2004)

5 Experiencing conflicts between one’s own and others’ orientations regarding learning to teach

Student teachers are expected to align with their mentors' approaches to learning to teach

There can be differences between how student teachers and their mentors believe one should learn to teach (Alsup, 2006; Rajuan, Beijaard, & Verloop, 2007)

6 Being exposed to contradictory institutional attitudes

Student teachers must navigate consistent expectations from their university and practice school

They often face conflicting attitudes towards teaching and learning from these institutions (Olsen, 2010;

7 Wanting to invest time in practising teaching vs feeling pressured to invest time in other tasks that are part of the teaching profession

Beginning teachers should invest time in practicing teaching

They often feel pressured to perform other tasks and lack sufficient time for practice (Fuller & Bown, 1975;

8 Wanting to respect students’ integrity vs feeling the need to work against this integrity

Teachers are expected to respect students' integrity and confidentiality

When a student confides in them, teachers may need to breach this trust to ensure safety, creating a dilemma

(Kọlvemark et al., 2004; Shapira-Lishchinsky, 2011)

9 Experiencing conflicting loyalties towards students and colleagues

Beginning teachers should maintain professional relationships with both students and colleagues

Conflicting loyalties arise when a student confides in them about a colleague (Kọlvemark et al., 2004; Shapira-Lishchinsky, 2011)

10 Wanting to treat pupils as whole persons vs feeling the need to treat them as learners (or vice versa)

Novice teachers should view and treat students appropriately, either as whole persons or learners

Without a clear role perception, they struggle to decide on their approach to students (Berlak & Berlak, 1981)

11 Experiencing difficulties in maintaining emotional distance

New teachers should balance their involvement in students' lives with professional distance

They often become deeply involved emotionally, making it hard to maintain necessary professional distance

12 Experiencing difficulties regarding approaches to teaching

Teachers should adopt a clear approach to teaching, whether content-centered or learning- centered

Lack of a clear framework makes it difficult for novice teachers to align with a specific teaching approach (Kember & Kwan, 2000)

13 Misconceived career perspectives about the teaching profession

Student teachers should have realistic perspectives about the teaching profession

Misconceived views of the profession can lead to disillusionment and difficulty in continuing their studies (Rajuan et al., 2007)

14 Feeling treated like a student vs wanting to take responsibility as a teacher

Beginning teachers are expected to take responsibility as teachers

They often feel treated like students and want to ask for helps, despite wanting to take on the responsibilities of a teacher (Pillen et al.,2013)

15 Feeling dependent on a mentor (colleague/ supervisor) vs wanting to go your own way in teaching

New teachers should confidently develop their own teaching methods

They frequently feel dependent on mentors or supervisors but wish to explore their own teaching style (Pillen et al.,2013)

16 Feeling like a peer vs wanting to take responsibility as a teacher

Novice teachers are expected to act as responsible professionals outside the classroom

They often feel like peers to their students but want to take on the full responsibilities of a teacher (Pillen et al.,2013)

Through semi-interviews with 24 pre-service and beginning teachers, the researchers identified several tensions that can be categorized into 16 categories and three overarching themes Firstly, the tensions revolve around the transition from the role of a student to that of a teacher Secondly, conflicts arise between the desired support for students and the actual support provided Lastly, tensions emerge from conflicting conceptions of the process of learning to teach

In the regard of teachers’ conflicts, Ghiasvand et al (2023) also employed a qualitative approach among novice and experienced EFL teachers in Iran, in which the former commonly experience difficulties including

(1) Teaching Ideology Mismatch: This conflict occurs when novice teachers' beliefs about how education should be delivered differ from the prevailing ideologies of their institution

(2) Teaching Philosophy Mismatch: Similar to ideology, this conflict arises when there is a discrepancy between a teacher's personal educational philosophy and the expectations or practices of the school

(3) Clothing and Physical Appearance: Novice teachers may feel pressure regarding their attire and how it aligns with professional expectations Conflicts can arise when personal style clashes with institutional norms, leading to feelings of discomfort or self-consciousness in the classroom

(4) Mismatch Between Personal and Professional Self: This conflict involves the struggle to reconcile personal values and beliefs with the professional identity that is expected in the teaching role For example, a teacher may feel that their personal beliefs about inclusivity are at odds with the school's practices

(5) Textbook Quality: Novice teachers may experience conflicts related to the quality and relevance of the textbooks provided by their institution If the materials are outdated or do not align with their teaching methods, it can create tension and hinder effective teaching

(6) Mismatch with Institutional Goals: This conflict arises when a novice teacher's personal goals for their students do not align with the broader objectives set by the institution For instance, if a school prioritizes standardized test scores over holistic education, a teacher focused on comprehensive student development may feel conflicted

(8) Student Management: Conflicts can arise from challenges in managing diverse student behaviors and needs Novice teachers may struggle to establish authority or create an inclusive environment, leading to feelings of inadequacy and frustration

(7) Self-Efficacy Beliefs: Novice teachers often grapple with doubts about their teaching abilities, which can lead to conflicts between their self-perception and the expectations of their role Low self-efficacy can result in anxiety and stress, impacting their performance and identity as educators

(9) Cultural Differences: Novice teachers may encounter conflicts stemming from cultural misunderstandings or differences between their own cultural background and that of their students This can affect communication, teaching methods, and the overall classroom dynamic, leading to challenges in building rapport and effectively engaging students

Previous research has generally highlighted the parallels and contrasts between the identity tensions experienced by novice instructors and those of pre-service teachers and experimental teachers

Long, S (2006) told seven teachers' stories, starting from their pre-service years and ending with their move into experimental teaching Early on, they ran into a number of conflicts at work including

(1) disappointment when they saw themselves slipping toward the status quo they hope to change:Novice teachers often feel disheartened when they realize they're falling into the conventional teaching methods they initially wanted to change;

(2) the collision of their visions with mandates and accepted practices in schools: Their innovative teaching visions often clash with the established rules and norms in schools;

(3) trying to pin down whirling ideas from graduate school: They struggle to apply the dynamic and often abstract ideas learned in graduate school to real classroom settings;

(4) their love-hate relationship with professional books: They experience conflicting feelings about professional literature, finding it both helpful and frustrating;

(5) struggling to understand and engage every child: Engaging and understanding each child's unique needs and learning styles is a constant struggle;

(6) being over-whelmed by the stuff that teachers have to do every day: The sheer amount of daily tasks and responsibilities can be overwhelming;

(7) learning how to juggle work and life: Balancing their professional duties with personal life is a difficult skill to master

To address various conflicts in their professional development, new instructors can take numerous routes Three language instructors' narratives are used by Sanczyk-Cruz and Miller (2024) to examine how they exercised their agency and looked for ways

21 to uphold their professional ideals while adhering to institutional regulations These solutions included changing "teaching practices," abandoning the "institutional position," and assuming "a new or additional professional identity." Similarly, the taxonomy developed by Hirsh and Kang (2016) emphasized many strategies for confronting, including dominant identity augmentation, conflict avoidance, conflict suppression, and the integration of conflicting identities Furthermore, Trent (2012) recommended that L2 teachers create a discourse community with equal power relations and collaborate and negotiate with others to resolve issues Applying these theories, Ghiasvand et al (2023) therefore synthesize five common ways to alleviate novice teachers’ tensions, including (1) negotiating conflicts with others, (2) seeking support from others, (3) avoiding conflicts, (4) adapting to conflicts, and (5) seeking common ground to solve conflicts

Summary

The examination of the literature delves into important ideas that are pertinent to the experiences of new teachers, emphasizing professional practices, identities, and the conflicts they face Early in their careers, novice teachers are characterized by a number of obstacles that they must overcome in order to establish their professional identities and practices The review emphasizes the several kinds of professional conflicts such as the friction between academic understanding and real-world application, problems with classroom management, or the challenge of striking a balance between personal and professional responsibilities It also looks at the confrontation strategies instructors use in other nations as well as in Vietnam to deal with these conflicts

Though a lot of research has been done on the experiences and difficulties faced by new teachers, there is a noticeable lack of information in the literature about how these conflicts and confrontation approaches specifically appear and change in the context of the Vietnamese educational system Therefore, this research aims to fill this gap by providing a comprehensive understanding of the professional tensions experienced by novice teachers in Vietnam and the strategies they use to address these challenges It focuses on the tensions in different levels of education as well as different types of educational institutions

RESEARCH METHODOLOGY

Population

The participants are graduates from Faculty of English in a pedagogical university in Hanoi They have been full-time working in different educational institutions in Hanoi, with students’ levels Especially, all of them have a strong command of the English language with C1 level, as shown by their success in obtaining domestic and international language competence certificates such as IELTS, Cambridge, and Vstep, which are accepted as prerequisites for university graduation

No Gender Year of experience Qualification Teaching level Types of school

1 Female 3 Master High school Public

2 Male 1 Bachelor High school Private

3 Female 2 Bachelor Secondary school Public

4 Female 3 Bachelor Secondary school Private

Their C1-level English proficiency, evidenced through certificates like IELTS and VSTEP, aligns with the high language standards expected in Vietnam’s teaching workforce, especially in urban educational settings This proficiency level suggests they are well-equipped linguistically, a critical qualification that enables them to handle language instruction tasks effectively and meet modern language teaching demands in Vietnamese secondary and high schools

As presented in Table 2, there are three females and one male participating in this paper All of them have no more than 3 years of teaching experience as well as hold a Bachelor’s (B.A) in English Education or Master’s (M.A) degree in English Language Teacher Education Especially, they work in both public and private educational institutions as well as in secondary and high schools The presence of teachers in different types of institutions and levels of education highlights differences in institutional resources, student demographics, and administrative expectations, illustrating the variety of challenges and opportunities novice teachers face This diversity adds to the representativeness of the sample by incorporating perspectives from varied teaching contexts, which can affect classroom dynamics, curriculum flexibility, and access to professional development However, they all also initially shared their expectations regarding opportunities for professional development, skill enhancement, and well-behaved students

The decision to use a small sample size in this case study is well-justified given the study's aims, scope, and methodological approach To be more specific, given the focused scope, the study does not aim to cover a wide range of experiences but rather to provide a detailed examination of specific instances A small sample size is appropriate as it aligns with the study's goal of exploring particular cases in-depth, rather than attempting to provide a generalized understanding of all novice EFL teachers This focus

29 ensures that the research stays within its defined boundaries and remains manageable (Stake, 1995) In other words, it allows for an in-depth, contextualized investigation of the professional tensions experienced by novice EFL teachers

Especially, Schoch (2020) suggests that in a multiple-case study, it is typically feasible to manage a maximum of three to four distinct cases for effective comparison This small sample size reflects a purposeful sampling strategy, which is commonly used in qualitative research to select participants who are most likely to provide relevant and meaningful data.

Research approach

A case study is a qualitative research approach that involves an in-depth, contextual analysis of a specific instance, event, individual, or group (Stake, 1995) Case studies provide a comprehensive and detailed understanding of a specific issue or phenomenon Unlike other methods, case studies focus on the "how" and "why" questions, which allow researchers to explore the nuances and complexities of the subject under investigation (Yin, 2018) By investigating these real-life examples, case studies can provide insights into new or emergent phenomena, leading to the development of new theories or the refinement of existing ones (Eisenhardt, 1989)

This kind of study is particularly valuable when it comes to investigating complex and context-specific experiences, such as teachers' professional tensions According to Merriam and Tisdell (2016), this approach is to understand the meanings that people construct by concentrating on how they understand and make sense of their experiences and the world around them Therefore, this is in line with the goal of comprehending the nuances and individualized experiences of professional conflicts among novice teachers Especially, this method also assists the researcher to collect and analyze rich and in- depth data through different collection tools such as personal narratives and interviews

Data collection

Teachers’ narratives: stands as a methodological approach chosen by researchers in qualitative research for a multitude of reasons

1 Focus on lived experience: Primarily, narrative inquiry excels in its capacity to delve into and comprehend the intricacies of individuals' or groups' lived experiences As elucidated by Clandinin and Connelly (2000), narrative inquiry facilitates the capture of comprehensive and intricate accounts of people's experiences, perspectives, and interpretations of various events and situations This focus on lived experiences serves as a foundational pillar, allowing researchers to unveil the rich tapestry of human existence and perception

2 Contextual understanding: narrative inquiry offers researchers a pathway towards contextual understanding, acknowledging the inherent entwinement of narratives within specific social, cultural, and historical contexts Through this methodological lens, researchers can discern how these contexts intricately shape individuals' experiences, emotions, and behaviors, as articulated by Riessman

(2008) Such an approach fosters a nuanced comprehension of human phenomena by unraveling the contextual threads that weave through personal narratives

3 Participant voice and empowerment: Central to narrative inquiry is the principle of participant voice and empowerment By prioritizing participants' narratives and allowing them to articulate their stories in their own words, researchers uphold the agency of individuals in shaping and interpreting their experiences (Creswell & Poth, 2018) This participatory framework not only

31 empowers participants but also acknowledges their unique perspectives, fostering a more inclusive and authentic research process

4 Identity and meaning-making: narrative inquiry provides a lens through which researchers can explore processes of identity formation and meaning-making As posited by Clandinin and Connelly (2000), narratives serve as a vehicle through which individuals construct and make sense of their identities, experiences, and life events By engaging with narratives, researchers gain insight into these deeply personal processes, enriching our understanding of human identity and subjectivity

5 Sensitive and personal topic: narrative inquiry proves invaluable in exploring sensitive or personal topics, offering a safe and empathetic space for participants to share their stories Particularly suited for investigating traumatic experiences, illness narratives, or marginalized identities, narrative inquiry allows researchers to navigate these delicate subjects with sensitivity and compassion (Riessman,

In this paper, narrative inquiry emerges as a fitting approach for delving into the intricate emotional landscapes within teaching, particularly illuminating the struggles encountered by novice EFL educators, as emphasized by Golombek and Johnson (2004) and Xu and Connelly (2009) Through personal narratives, a profound understanding of these emotional dimensions is gleaned, offering a nuanced perspective into the tensions and hurdles inherent in the teaching journey Such narratives serve as windows into the inner worlds of teachers, providing invaluable insights that transcend the confines of traditional research methodologies

Semi-structured interviews (Appendix E): Researchers can obtain a comprehensive picture of novice teachers' professional pressures, including their

32 perspectives, emotions, and coping mechanisms, by utilizing semi-structured interviews With the use of this qualitative approach, participants are able to express their experiences in their own words and provide intricate narratives that highlight the nuances of their work lives Because semi-structured interviews are flexible, researchers can go further into participants' responses, clear up any ambiguities, and offer clarifying questions in order to gain deeper insights

The designed questions help clarify not only the nature of these tensions but also the reasons behind them and the solutions the teachers employed Each question serves a specific purpose in exploring different dimensions of the participants' experiences, providing a holistic view of their challenges and coping ways

There are several questions, which are divided into two main parts: clarifying professional tensions and conflict resolution strategies Questions 1-3 lay the foundation for understanding the specific challenges that novice EFL teachers face and set the stage for a more in-depth investigation of their experiences Especially, they also reveal impacts of professional tensions on internal or external factors which contributes to job satisfaction Questions 4-6 shed light on the decision-making processes of novice teachers when they cope with their professional tensions Besides, they also discuss the root causes of professional tensions and provides recommendations for improving teacher education programs to better prepare future novice teachers Ultimately, the last question provides space for teachers to share personal anecdotes, reflections, or recommendations, contributing to a more comprehensive understanding of their professional experiences

A call for research participation was issued before a list of possible participants was then compiled Five registers received an invitation via email that included all of the

33 study's specific objectives; however, only four of them consented to participate (Appendix A) After that, personal information about gender, years of teaching experience, target audience, and teaching location was collected Especially, because of private information, the participants’ identities would not be disclosed in any way

During the subsequent stage, individuals wrote down their experiences of the tensions they had faced In particular, participants told a story which including three main parts:

(1) Setting the stage: This part focuses on the teacher's motive for teaching and their intended audience, providing the background or context for the narrative

(2) The Conflict Unfolds: The second part highlights the specific conflicts or challenges the teachers faced in their work, as well as the underlying reasons for these conflicts, representing the main tension in the story

(3) Navigating the Resolution: The final part describes the strategies and approaches the teachers employed to address and resolve the conflicts, reflecting the resolution or conclusion of the story

After two weeks of reflecting, participants completed their stories according to a guided format (Appendix B) then submitted through email Following that, they continued to take part in in-person, audio-recorded, semi-structured interviews The questions were designed to shed light on certain vague details based on the accounts that were previously presented.

Data analysis

The professional tensions experienced by novice EFL teachers in this multiple- case study were analyzed based on three overarching themes (Table 1) identified in the literature by Pillen et al (2013) These themes provide a comprehensive framework for

34 understanding the challenges faced by novice teachers To be more specific, they include

(1) The change in role from students to teachers (including the challenge of redefining themselves from being students to becoming professional educators); (2) Conflicting conception of learning to teach (addressing the tensions between the theoretical knowledge acquired during teacher education programs and the practical realities encountered in the classroom); (3) Conflicts between the desired support for students and actual support provided

Besides, the strategies that novice EFL teachers use to resolve conflicts were analyzed using a framework that integrated insights from Hirsch and Kang (2016) and Ghisavand et al (2023) This framework identified four common strategies for managing conflicts: (1) conflict suppression (involving minimizing or ignoring conflicts to maintain harmony or avoid open confrontation; (2) conflict avoidance (including actions where teachers deliberately avoid engaging in situations that could lead to conflict); (3) conflict adaptation (involving adjusting teaching practices or personal attitudes to better cope with conflicts); and (4) seeking support from others (emphasizing the importance of external assistance in managing conflicts)

Ultimately, a thematic analysis approach was adopted, where themes were identified based on existing literature and then explored using both narratives and interview data This approach allowed the researcher to compare and contrast findings from different data sources to draw more comprehensive conclusions

In this particular study, the data of stories and interviews were used to determine insights and lessons learned by the experiences of new teachers There are different steps to analyze the information

Step 1: Conduct a preliminary reading of both the narratives and interview transcripts to become familiar with the data Then, develop initial codes based on recurring patterns or key ideas found in both data sets (narratives and interviews)

Step 2: Use themes derived from the literature to guide the coding process and identify relevant sections from the narratives and interviews

The coding process would involve identifying instances where novice teachers describe their experiences of professional tensions or strategies that they used to address these conflicts For example, narratives that describe difficulties in wanting to care for students or be tough were coded under the theme of "Role Transition from Student to Teacher." Similarly, accounts that mention strategies such as seeking advice from a mentor were coded under the strategy of "Seeking Support from Others”

Step 3: Identifying Patterns and Relationships After coding, the data can be analyzed to identify patterns, such as common tensions experienced across the participants or variations in conflict-resolution strategies based on different contexts

Step 4: Integrating insights from literature The findings from the data analysis can be compared with the existing literature to see how they align or diverge from previous research (for instance, examining whether novice EFL teachers in this study experience similar "Conflicting Conceptions of Learning to Teach" as described by Pillen et al (2013) or not)

Step 5: The final step involves synthesizing the findings to arouse discussions and draw conclusions about the specific professional tensions faced by novice EFL teachers and the strategies they employ to manage these conflicts These parts can then be framed in relation to the broader literature, contributing new insights or reinforcing existing theories

The information was analyzed with the aim of answering three research questions:

(1) What are the professional tensions? (2) What are the reasons for these tensions? and

(3) What measures have teachers applied to resolve these tensions?

Summary

This chapter presents a comprehensive overview of the study's design, detailing the populations, research approach, and data collection/ analysis procedures as well The study focuses on novice teachers working in both public and private schools across various educational levels, including secondary schools and high schools This diverse sample allows for a broad understanding of the professional tensions experienced by teachers in different contexts

FINDINGS AND DISCUSSIONS

Findings

Based on the information collected through narrative frames and interviews, two summary tables outlining the conflicts faced by novice EFL teachers and the solutions they have implemented are compiled and presented below Examples are also given based on the extracts from interviews or narratives

4.1.1 Novice EFL teachers’ professional tensions

Table 3 presents different themes and specific examples of professional tensions experienced by novice teachers It is organized into two main themes, each reflecting a distinct area of tension, along with examples from participant narratives that illustrate these challenges

To be more specific, Theme 1 (The change in role from students to teachers) mainly captures the tension between the desire to build a caring, friendly relationship with students and the need to maintain authority and discipline in the classroom For instance, Participant 1 describes the difficulty of being "friendly" with students while also needing to handle disruptive behavior, which seems to be a common tension faced

38 by novice teachers as they shift from being students themselves to becoming authority figures in the classroom

Table 3: Novice EFL teachers’ professional tensions, aligning with literature

Theme 1 The change in role from students to teachers

Wanting to care for students vs being expected to be tough

“…sometimes, students address teachers as if they were friends of the same age, and some even go too far in joking with kind teachers Then there are cases of troublesome students, like those involved in vaping or fighting, which are hard to handle if you try to stay friendly…” (Participant 1)

Theme 2 Conflicting conception of learning to teach

Wanting to invest time in teaching vs feeling pressure to invest time in other tasks that are part of teaching profession

"…I hoped to have more time to focus on teaching expertise But in reality, when I started working… there were quite a lot of other tasks " (Participant 1)

"…There is more work than I thought…" (Participant

Experiencing difficulties regarding approaches to teaching

"…I wanted to teach all four skills as outlined in the textbook and to develop diverse thinking for the students, but in reality, I have to limit the skills and focus more on grammar and vocabulary…" (Participant 1)

Besides, Theme 2 (Conflicting Conceptions of Learning to Teach) focuses on the conflicts between novice teachers’ expectations about their teaching role and the realities

39 they encounter in their professional environments Two specific sub-tensions are highlighted:

Sub-Tension 1: Wanting to Invest Time in Teaching vs Feeling Pressure to Invest Time in Other Tasks Novice teachers often hope to dedicate most of their time to developing their teaching skills and focusing on classroom instruction However, they feel pressured to spend time on other tasks These tasks are quite different among educational institutions, which are described later in this study

Sub-Tension 2: Experiencing Difficulties Regarding Approaches to Teaching Another conflict arises when novice teachers' preferred teaching methods do not align with institutional or curricular demands For example, Participant 1 describes the difficulty of wanting to teach all four language skills (listening, speaking, reading, and writing) as outlined in the curriculum while being required to focus more narrowly on grammar and vocabulary for testing

The third theme deals with discrepancies between the support that kids need and the support that is actually given to them There are four main sub-tensions, including:

Sub-Tension 1: Struggling to understand and engage every child in the classroom Because students' levels vary so much, teachers find it difficult to relate to and engage every kid in the classroom, similar to the tension reported by Long, S (2006)

Sub-Tension 2: Struggling to spend more time to support weaker students in class Giving weaker students enough time to get guidance can also be difficult since teachers often feel inadequate to offer the help that kids need

Sub-Tension 3: Experiencing difficulties in motivating children It can be challenging to motivate pupils because many of them lack intrinsic motivation

Sub-Tension 4: Struggling in interacting and negotiating with parents to support students’ learning Teachers also have challenges when engaging and bargaining with parents, which makes them tired from handling these exchanges

Table 4: Additional novice EFL teachers’ professional tensions

Theme 3: Conflicts between the desired support for students and actual support provided

Struggling to understand and engage every child in the classroom

"In the class, there are some students who are very weak, extremely weak, and also lazy, while others are very good but find the lessons boring " (Participant

Struggling to spend more time to support weaker students in class

"I feel that I am not able to provide enough support for the students " (Participant 3)

Experiencing difficulties in motivating children

"In the classes I teach, the students don't have much motivation to learn " (Participant 1)

Struggling in interacting and negotiating with parents to support students’ learning

Parents are quite busy with their work, so they hardly have time to be involved with their children " (Participant 3)

"I find communicating with parents exhausting " (Participant 4)

Despite the difference in the characteristics of educational institutions and levels, every participant in the research discussed their personal experiences with tensions arising from student performance (considering Sub-Tension 1 in Theme 3 Struggling to

41 understand and engage every child in the classroom) In particular, in terms of student levels, inexperienced teachers encounter difficulties when teaching pupils with varying degrees of competence and comprehension, which can have an impact on students' motivation and cause difficulties for teachers to organize the activities in classrooms

"…The exam scores are very low; some students are not even sure if they will pass the graduation exam…" (Participant 2)

"…There are many weak students… It’s a bit unfair to the stronger students who have to sit and listen… there needs to be more effective leveling…" (Participant

"…It’s quite difficult to conduct activities; when I teach a bit more advanced, some students just look lost…" (Participant 4)

Because of multi-level in the classroom, novice teachers feel tough when engage every child in activities As a result, some are very weak and unmotivated, while others are very advanced and find the lessons boring (as mentioned by Participant 1), which can be explained by the shortcoming in the teacher educational training program It means novice teachers tend to only get familiar with homogeneous classes, which is completely different with real cases

When it comes to various types of educational institutions, the differences among cases are quite clear, which are illustrated in Table 5

Wanting to invest time in teaching vs feeling pressure to invest time in other tasks that are part of teaching profession

In terms of workload, novice teachers said they wanted to devote more time to teaching yet felt compelled to spend time on other teaching-related responsibilities

However, the tasks above exhibit notable variations among several educational settings, typically shown in stories of participant 3 and 4

Table 5: Novice EFL teachers’ professional tensions in public and private schools

- Wanting to invest time in teaching vs feeling pressure to invest time in other tasks that are part of teaching profession

- Struggling in interacting and negotiating with parents to support students’ learning

- Experiencing difficulties regarding approaches to teaching

- Struggling to spend more time to support weaker students in class

- Wanting to invest time in teaching vs feeling pressure to invest time in other tasks that are part of teaching profession

- Struggling in interacting and negotiating with parents to support students’ learning

- Experiencing difficulties in motivating children

"…There are so many extracurricular activities Sometimes, I have to practice singing and dancing after hours until late, and then there are events like the sports festival… all of these are included in performance evaluations of teachers…" (Participant 3 – public school)

“…I have to continuously communicate with parents about their child's progress

I also need to keep updating information about the students… preparing lessons and assignments…" (Participant 4 – private school)

It can be observed that aside from teaching responsibilities, public school teachers are significantly pressured by after-hours tasks related to school events (extracurricular workload) If teachers do not actively participate in these activities, their annual performance evaluations will be negatively affected, which in turn impacts their salary and bonuses Additionally, the emphasis on performance achievements is

Discussions

4.2.1 Novice EFL teachers’ professional tensions

In response to the first question: "What professional tensions do EFL novice teachers encounter in their teaching?", there are multiple tensions faced by beginning teachers Compared to the literature synthesized by Marieke Pillen et al (2013), these tensions are similarly categorized regarding three themes: (1) the change in role from students to teachers, (2) conflicting conception of learning to teach and (3) conflicting between the desired support for student and actual support provided

The tensions found in Themes (1) and (2) correspond with those covered in the research by Marieke Pillen et al (2013) Examples of these tensions include approaches in student interactions, the tension between workload demands and the need to concentrate on teaching, as well as disputes about instructional strategies Besides, tensions categorized in Theme (3) were quite different from the existing literature

However, these tensions were found to be similar or identical across different educational institutions or levels of education Therefore, the following section aims to shed more insight into these tensions by outlining the underlying reasons for them (in other words addressing the second research question) as well as discuss the third questions regarding the strategies that inexperienced teachers have used to overcome these tensions

4.2.2 Beyond the Surface: The Causes of Professional Tensions among EFL Novice Teachers

Workload has been identified by researchers as a significant stressor for beginning teachers, involving various aspects like teaching hours, administrative duties,

56 extracurricular obligations, and classroom management (Skaalvik & Skaalvik, 2017) Numerous studies have demonstrated that excessive workloads can result in emotional exhaustion, depersonalization, and a diminished sense of personal accomplishment, all of which are critical components of burnout (Chang, 2009) Conversely, teacher motivation plays a vital role in shaping their professional behaviors, level of engagement, and overall job satisfaction (Kubanyiova, 2009) Scholars have delved into different motivational factors, including intrinsic and extrinsic motivation, possible selves, and job satisfaction (Dửrnyei & Ushioda, 2011; Karavas, 2010) However, the correlation between workload, burnout, and teacher motivation is evident, with high workloads and burnout significantly impacting motivation levels, resulting in decreased job satisfaction, diminished commitment, and potentially, attrition from the teaching profession (Skaalvik & Skaalvik, 2017)

This paper found out that workload has played a role as one of the main tension- causing factors In particular, novice teachers often face a daunting challenge as they attempt to navigate the intricate balance between their teaching obligations, administrative duties, and personal lives, all amidst high workloads (Caspersen & Raaen,

2014) This struggle is compounded by a misalignment between the anticipated workload and the reality of job demands, leading to heightened tensions and a sense of disillusionment among new educators (Dicke et al., 2015) The pressure to meet expectations while grappling with the overwhelming workload can strain novice teachers, potentially impacting their professional efficacy and overall job satisfaction

However, tensions in terms of workload faced by novice and public teachers are quite different These differences seem to be influenced by the school's vision Specifically, in private schools, schools and teachers are impacted by the philosophy that

"Parents are main customers", which means that teachers need to dedicate more time and effort to meet the high demands of parents who have paid larger amount of money for

57 their children’s education than those in public school These continuous high demands could pose significant challenges for newly employed teachers, whose skills in handling arising issues are not yet well-developed Especially, this difference could lead to another tension among novice teachers regarding interacting and negotiating with parents to support kids’ children A second challenge encountered in private schools is the higher and more meticulous demands for lesson preparation and teaching materials In particular, most private schools use various textbooks originating from abroad, making lesson planning and worksheet preparation particularly arduous for new teachers This contrasts significantly with the situation of teachers in public schools, where they primarily use textbooks published by the Ministry of Education and have access to a vast array of instructional resources compiled and published by different organizations

Teaching multi-level pupils presents substantial obstacles for novice instructors, mostly because of the shortcomings in their pre-service training Hiep, P H (2001) claims that the pre-service English language teacher training (PELTT) program in Vietnam gives preservice teachers little opportunity to gain contextual knowledge because it offers nothing in the way of practical experience Canh (2014) echoes this concern further by stating that pre-service English teachers are not given enough opportunities to improve the pedagogical, contextual, and theoretical knowledge required for both professional development and effective classroom instruction To be more specific, English language teachers undergo training in teaching techniques, which enables them to assimilate theoretical information and set up model classrooms to get feedback from instructors and peers However, these demo classes frequently lack realism, especially when it comes to student participation, class size, and skill levels Students in these simultated classrooms are uniformly proficient and actively participate in constructive discussions, showing motivations to learn, which is completely difference with a real EFL classroom This disparity indicates that although student

58 teachers may perform exceptionally well in a regulated, ideal environment, they are ill- equipped for the varied and frequently unpredictable environment of real classrooms Besides, the practicum phase during the English Language Teacher program, which is usually short and consists of only five teaching sessions, leaves student teachers as outsiders to the teaching process because it does not provide them with the time necessary to thoroughly comprehend and handle classroom difficulties

The intense workload at school may also be a contributing factor to the tension in dealing with different students’ levels More precisely, a number of teachers lack the time to devote to lesson preparation - a fact that has been figuratively referred to as

"teaching machines" by Hiep (2001) and "tool providers" by Farrell (2015) According to Aduwa-Ogiegbaen and Iyamu (2006), this problem is made worse by the overuse of traditional teaching tools like textbooks, workbooks, dictionaries, chalkboards, and posters In contrast, modern media resources like audio and video materials, programmed texts, language laboratories, flashcards, computers, magazines, and newspapers – which can adopt creativity in teachers’ classroom – are hardly ever used in English classrooms Due to their restricted access to modern teaching resources, inexperienced teachers are also less able to effectively engage students at different levels, which feeds the loop of poor planning and inefficient instructions

When it comes to students’ level, novice teachers at private schools expressed their disappointment when students' proficiency levels were lower than expected To be more specific, beginning teachers often assume that kids are fluent in the language since students in private schools may spend up to ten periods a week in class with both Vietnamese EFL teachers and natives However, in reality, students are only strong in communication skills (listening and speaking) due to long-term exposure from a young age, while grammar and writing remain significant issues This is because academic

59 performance is not a major focus in private schools, which relieves instructors and pupils of the obligation to focus on teaching and learning grammar and vocabulary for testing Besides, the majority of students who fail the public-school exams actually tend to enroll in private schools As a result, even though kids attending private schools may be fluent in speaking English, their test results on midterm and final exams are sometimes rather low A number of students can even find it difficult to graduate due to knowledge gaps from earlier grades The lack of strong academic incentive seems to contribute to students in private schools being less driven to learn than their counterparts in public schools

Summary

The chapter provides a thorough examination of the difficulties faced by inexperienced EFL teachers, classifying them according to various educational settings and degrees of education Additionally, several strategies have been employed to mitigate these tensions, including suppressing, avoiding, and modifying the conflicts as well as enlisting the aid of others Although there are different solutions for each tension, novice teachers regard them as valuable lessons to grow and continue their teaching careers

CONCLUSIONS AND RECOMMENDATIONS

Conclusions

Amidst the dynamic landscape of language education in Vietnam, novice teachers of English as a Foreign Language (EFL) have encountered a myriad of challenges as they transition from academic training to practical classroom environments However, this problem seems to have not received much attention Therefore, this research aimed to delve into the professional tensions experienced by novice teachers of English as a Foreign Language (EFL) in Hanoi, Vietnam, focusing on the disjunction between their preconceived expectations and the actualities they confront within their teaching careers Employing narrative inquiry and interviews, this study engaged with novice teachers who graduated from a pedagogical university in Hanoi, and are presently employed across various educational institutions and student demographics They all have a strong background in terms of language proficiency and pedagogy

The findings revealed a multitude of contradictions experienced by the novice teachers, with unique tensions emerging at different types of educational institutions and levels of education However, a common thread among the participants is evident; they grapple with conflicts related to workload demands and multi-level students Additionally, conflicts about student support/motivation, teaching methods, and teacher- parent interactions can be observed These tensions stem from a number of factors, such as national assessments, classroom limitations, and school policies and objectives Besides, they are interrelated, often becoming the cause of each other's conflicts

To manage these challenges, novice teachers employ various strategies, including suppressing or avoiding conflicts, adapting to situations, and seeking support from peers and mentors As a result, the study highlights the necessity of providing novice EFL teachers with specialized support and professional development that is catered to their

66 particular settings in order to better prepare them to manage the particular demands of their teaching environments.

Implications

It is evident that various stakeholders, including school administration and veteran educators or mentors, must be involved to resolve the conflicts that novice teachers encounter In addition to facilitating frequent professional development opportunities and workshops, school administration can offer beginning teachers thorough induction and mentorship programs They can also provide support and direction on classroom management, instructional tactics, and curriculum implementation Additionally, seasoned educators can help by offering helpful criticism and direction on course design, evaluation, and pedagogy They can work together to create interesting and useful teaching resources and materials, as well as provide emotional support and encouragement to help new instructors overcome obstacles

Most importantly, the English language teacher education (ELTE) program should incorporate specific modules on classroom management and teacher-parent communication While the former can provide them with strategies to maintain a positive learning environment and handle disciplinary issue effectively, the latter prepare them to engage with parents constructively, addressing concerns and collaborating to support student learning Additionally, handling student behaviors and motivation should be focus to help student teachers with tools to inspire and manage diverse learners

Besides, the literature study and research findings indicate that there is still unresolved conflict surrounding instructional approaches It appears that reforming the school's teaching philosophy and assessment system is necessary, as these changes will have a knock-on effect on educators' instructional strategies

Limitations of the research

This study has some limitations First, due to the small sample size, it is difficult for this research to generalize to a larger population and assume that the findings reflect the characteristics of that population Additionally, sharing aspects of work among Vietnamese teachers is still quite sensitive Therefore, there are times when participants do not want to delve deeper into the issues or may conceal the real problems, although this has been taken into account during the interview and analysis phases.

Recommendations

A number of suggestions for more studies can be made in light of the results of this study on the conflicts experienced by novice EFL instructors To monitor how conflicts and coping mechanisms evolve over time, longitudinal research must be done

By showing patterns and changes that emerge as new teachers gain confidence and experience, this method would offer insightful information on how their experiences and responses vary over the course of their careers Moreover, it is also crucial to look at how teacher preparation programs help new teachers deal with these conflicts Research might concentrate on pinpointing the precise elements of these programs that are most helpful in order to make sure that teacher preparation adequately prepares new teachers and takes into account the reality of the classroom

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6 Students’ proficiency levels that you are teaching: ………

I hereby declare that I voluntarily take part in this research project I allow the researcher to use my answers as long as my privacy is respected, and my identity remains anonymous The researcher assured that the data will be used only in this study and remain confidential a – Agree to participate in this study b – Disagree to participate in this study

APPENDIX B NARRATIVE FRAME (Vietnamese version)

Tại sao bạn lại chọn nghề giáo? Bạn đã giảng dạy bao nhiêu lâu rồi? Bạn đang giảng dạy tại đâu và với lứa tuổi nào?Trên thang điểm từ 1-5 (Cực kỳ không hài lòng – Cực kỳ hạnh phúc), bạn đánh giá công việc giảng dạy hiện tại của mình như thế nào? Bạn sẽ tiếp tục giảng dạy chứ?

[Hướng dẫn: (1) Vui lòng đọc hết trang để hiểu cấu trúc câu chuyện (2) Hãy dành thời gian để suy ngẫm về hành trình bạn đã trải qua và thoải mái viết nên câu chuyện của mình.]

Trong những năm đầu đi dạy, tôi gặp phải một số mâu thuẫn về việc ……… Trong khi tôi hy vọng ………., tôi phải ……… trong thực tế Đó là vì ……… Tôi đã cảm thấy ………

[Hướng dẫn: (1) Vui lòng đọc hết trang để hiểu cấu trúc câu chuyện (2) Hãy dành thời gian để suy ngẫm về hành trình bạn đã trải qua và thoải mái viết nên câu chuyện của mình (Một số vấn đề có thể được giải quyết hoặc có thể bạn vẫn đang trong quá trình tìm giải pháp Đừng ngần ngại bày tỏ chúng!)] Để giải quyết vấn đề về ……… tôi đã ……….…… Sau đó, tôi đã thử ……… Vấn đề này đã được giải quyết/chưa được giải quyết Tôi cảm thấy/học được rằng ………

APPENDIX C NARRATIVE FRAME (English version)

Why did you choose to become a teacher? How long have you been teaching? Where are you currently teaching, and with which age group? On a scale from 1 to 5 (Extremely dissatisfied – Extremely happy), how would you rate your current teaching job? Do you plan to continue teaching?

[Instructions: (1) Please read through the entire page to understand the structure of the story (2) Take time to reflect on the journey you have experienced and feel free to write your story.]

In my early years of teaching, I encountered several conflicts related to ……… While I hoped for ………., I had to ……… in reality This was because ………