ESL Employment of Pre-service Teachers: Opportunities and Setbacks

Abstract

This study explores the challenges and opportunities faced by pre-service teachers from a teaching institution during their short-term employment in English as a Second Language. Using a qualitative phenomenological approach, an initial of nine pre-service teachers from the institution were selected through purposive sampling and employed Braun and Clarke’s Thematic Analysis to explore their experiences. Several researchers have explored similar experiences in the ESL context, but there is still more to uncover how these affect them. Findings revealed that pre-service teachers experience setbacks, including classroom management difficulties, limited teaching experience, cultural differences, adapting to students’ needs, and personal sacrifices. However, pre-service teachers employed various strategies to overcome these challenges, including positive thinking, problem-solving, motivation, and seeking support to manage stress. Despite the challenges, ESL employment contributed to their long-term professional development, particularly in adaptability, classroom and time management, lesson planning, and reinforcement of academic knowledge. This study underscores the importance of understanding how pre-service experience influences pre-service teachers’ future careers. Recommendations include improving teaching practices, workplace efficiency, and prioritizing teacher well-being through stress management, hands-on experience, and cultural inclusivity. This study may aid ESL companies and training institutions in providing better support to teachers for growth and development.