Special Feature
The Power of Perceptions: A Look at Professionalism in
Private Language Schools in Japan
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Discussion
The interviews suggest that both teachers and managers have perspectives on teaching and
professionalism the other is not aware of. Thus, it seems vital for both groups to acknowledge
each other's aims and objectives, and to share perspectives on teaching and professionalism.
The following list of recommendations, while not exhaustive, could perhaps be a starting
point for better mutual understanding between the two groups:
- The term "professionalism" really has to be qualified before one starts a new
teaching job. When teachers are being interviewed for a teaching position they should
ask questions that give them an idea of how the school perceives and tries to achieve
professionalism.
- Managers should find out what interviewees think about professionalism. They
should ask potential teachers how they would carry out their responsibilities if hired?
- If ELT is going have any kind of credibility as a recognized profession, managers
have to make some serious changes in hiring policies. It is in their best interest to hire
as many qualified teachers as possible.
- Teachers without proper ELT qualifications should, (must) strive to improve
themselves professionally. It would do well to remember Gurr's words when he says,
"professionalism is co-terminous with professional development" (p.6).
- Teachers must realize that pedagogical issues are not the only concern. There is no
separating business and education when it comes to fulfilling students' needs.
- Managers should involve teachers in the school's marketing scheme in order to make
them feel they are part of a "professional team".
- Teachers must demonstrate commitment to quality teaching. They should ask
managers for time to observe other teachers' classes, go to JALT conferences or hold
small teaching-training seminars in their own school. They should not expect to be paid
for every hour devoted to upgrading themselves. Managers should be aware that some
teachers are trying hard to improve themselves and praise these individuals both
privately and publicly.
- Managers should include teachers and their pedagogical concerns into the overall
business plans.
Conclusion
This paper argued that problems within the private English language school sector
revolve around perceptual differences both groups (teachers and Japanese managers)
have of what professionalism means in the ELT industry. Data collected from
interviews with two Japanese managers and three English language teachers seem to
support this supposition. Though the comments from the two managers and three
teachers in this study cannot pretend to be comprehensive, the interviews indicate that
there are serious problems afflicting the ELT industry in Japan and that professionalism
is as foreign a concept to managers and teachers in Japan, as English is to the students
being taught.
References
Charles, D. (1993). The Fronted Organigram: putting management in its rightful place.
ELT Management, Newsletter of the IATEFL Management Special Interest Group,
12, 11-15.
Clayton, T. (1989). International teaching of English to speakers of other languages:
Where is our profession going? Cross Currents, 16, 55-61.
Cohen, A. (1986). How we get the inf rmation. Learner strategies in language learning.
Wendon, A. and Rubin, J. Hertfordshire, UK: Prentice Hall International.
Gurr, T. (1995). How far can appraisal assist professionalism in ELT? ELT
Management Newsletter, 18(6), 6-10.
Handy, C. (1993). Understanding organizations: How understanding the ways
organizations actually work can be used to manage them better. Oxford: Oxford
University Press.
Pennington, M.C. (1992). Second class or economy? The status of the English language
teaching profession in tertiary education. Prospect, 7(3), 7-19.
Weir, C. & Roberts, J. (1994). Evaluation in ELT. Oxford: Blackwell Publishers.
White, R., Martin, M., Stimson, M. & Hodge, R. (1991). Management in English Language
Teaching. Cambridge: Cambridge University Press.
Widdowson, H. (1992). ELT and EL teachers: matters arising. ELT Journal, 46, 333-339.
Wordell, C. & G. Gorsuch. (1992). Teach English in Japan. Tokyo: The Japan Times, Ltd.
Appendix A
Teachers and Managers Interviewed for the article
Managers
Manager #1: Male, mid-thirties. Has been a senior manager in a large private
language school for 9 years.
Manager #2: Male, late thirties. Has been a junior manager in a large private
language school for 10 years.
Teachers
Teacher #1: Male, early thirties. Has taught in three medium to large-size private
language schools in Japan. Currently teaches at a college full-time. Has accumulated a
total of 6 years teaching in Japan. Has a background in education (Australia).
Teacher #2: Male, late-thirties. Has been a teacher and head-teacher for the past 10
years. Has a background in engineering (Canada).
Teacher #3: Male, early thirties. Has been teaching in a private language school for 2
years. Has a background in Chinese language studies (Australia).
Appendix B
Interview Schedule Used For Teachers
Question 1 - Do you have any problems at your current school? If yes, please
elaborate.
Question 2 - How much did you know about the school you currently work for before
you were employed there? Where did you get your information? How
useful or accurate was the information?
Question 3 - What questions did you ask the interviewer (manager) before you were
hired?
Question 4 - What do you know about Japanese language schools from a business point
of view? What about before you started your first teaching job in a
private language school?
Question 5 - Do you think an understanding of Japanese business practices in the ELT
industry would help you do your job better or at least make it easier to
work in the language school environment? Why or why not?
Question 6 - What advice would you give management at the school you currently work
at ( i.e. How could they make the work environment better? - If you had
the power to make any changes in your school what would you change? )?
Interview Schedule Used For Managers (translated from Japanese)
Question 1 - Have you encountered any problems involving teachers and management
(or other) in your school? If so, what kind of problems have you
encountered?
Question 2 - Do you sometimes find it difficult to work with teachers? If so, why?
Question 3 - How do you feel about the fact that many of the teachers don't possess
ELT credentials in Japan? Is it a problem?
Question 4 - What seems to be the biggest problem foreign teachers have or face in
Japan (as it applies to the ELT industry).
Question 5 - How could some of the problems between Japanese managers and foreign
teachers be solved?
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Alan Bossaer can be contacted at bossaer@japan.email.ne.jp
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