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Guided by Social Cognitive Career Theory, the research uses a qualitative design with 120 one-on-one semistructured interviews and 24 focus group meetings involving 60 currently teaching Chinese heritage language teachers. Findings group motivating factors into three themes with six subthemes, highlighting traditional Confucian beliefs, a favorable learning environment, and attainment of teaching goals. Results inform strategies to leverage immigrant teachers to reduce teacher shortages and better support heritage language teachers.",{"@graph":69,"@context":127},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/chinese-immigrant-teachers-motivation-for-teaching-heritage-language-in-australia-a-qualitative-study/315572/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/chinese-immigrant-teachers-motivation-for-teaching-heritage-language-in-australia-a-qualitative-study/315572.png","ImageObject",300,407,{"name":92,"@type":93},"Aurora","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-09-20",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",13,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119,123],{"name":110,"@type":111,"acceptedAnswer":112},"What theory guides this study on immigrant teachers’ heritage language motivation?","Question",{"text":113,"@type":114},"The study is guided by Social Cognitive Career Theory to examine how teachers describe experiences and why they continue teaching heritage language in Australia.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How was data collected for the qualitative investigation?",{"text":118,"@type":114},"Data came from 120 one-on-one semistructured interviews and 24 focus group meetings with 60 Chinese immigrant teachers currently teaching Chinese heritage language in Australian schools.",{"name":120,"@type":111,"acceptedAnswer":121},"What main factors motivated teachers to continue teaching heritage language?",{"text":122,"@type":114},"Motivation is associated with traditional Confucian beliefs, a favorable learning environment, and achieving teaching goals.",{"name":124,"@type":111,"acceptedAnswer":125},"How can the study’s results be used in education practice?",{"text":126,"@type":114},"The information can support efforts to utilize immigrant teachers to alleviate heritage language teacher shortages and provide better support for heritage language teachers.","https://schema.org",{"og:url":83,"og:type":129,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":131,"canonical":83},"index,follow",{"doc_id":133,"site_id":62},315572,1790117348,{"code":4,"msg":5,"data":136},{"doc_id":133,"user_id":137,"nickname":92,"user_avatar":138,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":139,"file_id":140,"file_url":141,"file_type":142,"file_size":143,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":144,"language":145,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":146,"faqs":147,"seo_title":148,"seo_description":67,"update_tm":149,"read_time":26,"preview_page_count":4},4810365810221,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","International Journal of Instruction e-ISSN: 1308-1470 ● [www.e-iji.net](www.e-iji.net)  \nJanuary 2023 ● Vol.16, No.1 p-ISSN: 1694-609Xpp. 333-356  \nArticle submission code: 20220115055528  \nReceived: 15/01/2022  \nRevision: 16/07/2022  \nAccepted: 10/08/2022  \nOnlineFirst: 18/10/2022  \nChinese Immigrant Teachers’ Motivation for Teaching Heritage Language in Australia: A Qualitative Study  \nChing Ting Tany Kwee  \nSchool of Education, The University of New South Wales, Australia, [c.kwee@unsw.edu.au](c.kwee@unsw.edu.au)  \nCurrent studies of Chinese heritage language education mainly focussed on learners’ motivations, behaviours and the appropriate pedagogies. Very few studies focussed on heritage language teachers’ motivations. To close such research gap, this study aimed to examine Chinese immigrant teachers’ motivations in heritage language teaching in Australia with the guidance of Social Cognitive Career Theory. With the aim stated above, the research was guided by two research questions: first, how do Chinese immigrant teachers describe their experiences of teaching heritage language in Australia; second, why do Chinese immigrant teachers decide to continue their heritage language teaching. This study adopted a qualitative approach to scaffold their mental representation of their teaching experiences and decision-making process by conducting 120 one-on-one semistructured interviews and 24 focus group meetings with 60 Chinese immigrant teachers who are currently teaching Chinese heritage language in Australian schools. Three themes and six subthemes were categorised. The findings reflected that traditional Confucian beliefs, a favourable learning environment and the attainment of teaching goals are the factors motivating the teachers to continue teaching heritage language. The information can be useful to utilise the talents of immigrant teachers to alleviate the teacher shortage problem and provide better support for heritage language teachers.  \nKeywords: Chinese language, heritage language, immigrant teachers, social cognitive career theory, motivation, self-efficacy, qualitative study  \nINTRODUCTION  \nAustralia has a country having a long migrant history. According to the Australian Bureau of Statistics, Chinese migrants comprise Australia’s third largest group (ABS, 2020) . Moreover, there is also an increasing number of first- or second-generation Chinese students in Australian public schools. These students share one common feature – they speak Mandarin, Cantonese or sometimes other dialects at home whilst their speaking and oral competency is much stronger than their reading and writing ones (Wen, 2011; Xiao, 2006) . In order to strengthen these language skills, alongside forging a close bonding with their cultural root, many of these students opt to take Chinese heritage language (HL) (Wen, 2011; Xiao, 2006; Zhang et al., 2020) .  \nCitation: Kwee, C. T. T. (2023) . Chinese Immigrant Teachers’ Motivation for Teaching Heritage Language in Australia: A qualitative study. International Journal of Instruction , 16(1), 333-356.  \n[https://doi.org/10.29333/iji.2023.16119a](https://doi.org/10.29333/iji.2023.16119a)  \nWith an increasing demand in the education realm, many international studies (Wen, 2011; Zhang et al., 2020) have reported an alarming shortage of HL teachers. While teaching HL needs highly skilled professionals with extensive understanding of both the subject knowledge, pedagogies and cultural awareness, immigrant teachers are perceived as the suitable candidates to take up these jobs (Cruickshank, 2004; Fletcher Lambert & Lambert, 2019; Mercado & Trumbull, 2018; Putjata, 2017) . In Australia, immigrant teachers are also perceived as a solution to this shortage problem, particularly in regional and rural schools (Collins & Reid, 2012; Cruickshank, 2004; New South Wales Productivity Commission, 2021) . However, due to the myriad challenges immigrant teachers face, they choose not to continue their teaching care","cbCaisEoFiiQHy42","https://ap.wps.com/l/cbCaisEoFiiQHy42","pdf",651237,24,"English","# Introduction\n# Literature Review\n# Methodology\n## Research questions\n## Participants and data collection\n# Findings\n## Themes and subthemes\n# Discussion and Implications","[{\"question\":\"What theory guides this study on immigrant teachers’ heritage language motivation?\",\"answer\":\"The study is guided by Social Cognitive Career Theory to examine how teachers describe experiences and why they continue teaching heritage language in Australia.\"},{\"question\":\"How was data collected for the qualitative investigation?\",\"answer\":\"Data came from 120 one-on-one semistructured interviews and 24 focus group meetings with 60 Chinese immigrant teachers currently teaching Chinese heritage language in Australian schools.\"},{\"question\":\"What main factors motivated teachers to continue teaching heritage language?\",\"answer\":\"Motivation is associated with traditional Confucian beliefs, a favorable learning environment, and achieving teaching goals.\"},{\"question\":\"How can the study’s results be used in education practice?\",\"answer\":\"The information can support efforts to utilize immigrant teachers to alleviate heritage language teacher shortages and provide better support for heritage language teachers.\"}]","Chinese Immigrant Teachers’ Motivation for Teaching Heritage Language in Australia - A Qualitative Study | PDF",1789905250]