敬業與樂業：外籍老師在台灣補習班的定位

Abstract

The Taiwanese buxiban market is well-known for regular turnover in its foreign workforce. In response to the constant rotation of poorly trained teachers in the buxiban sector, some schools have opted instead to develop business models that concentrate on providing high-quality language acquisition delivered by effective, engaged teachers. While a large range of research exists on the topics of organizational engagement and teacher engagement, none focuses on what that means in terms of cram school teachers in Taiwan. In fact, research on foreign cram school teachers published in English is highly limited. This study aims to help fill that knowledge gap by investigating what engagement of foreign buxiban teachers looks like, how it can be fostered, and what organizational approaches schools that wish to do so should take. Findings from a qualitative case study of three buxiban in the Taipei and New Taipei City area show that there is an emerging class of foreign buxiban teachers who might be considered professionals in their field. These teachers must be understood dually as teachers who can be engaged and private-sector employees who can be engaged. Buxiban that wish to employ and retain such teachers must provide clear messaging of organizational values and practices and provide trust and autonomy in the professional environment.