Teachers' Point of Views for Effect and Incompatibility Between Education and Career’s Choice Among Libyan ELT & EFL Graduate Students

Abstract

The subject investigates the effectiveness and incompatibility between education and job choice among English language teaching (ELT) and English as a Foreign Language (EFL) graduates has received much devotion in Libya. While studies show that the Teaching’s effect and incompatibility is having an impact on student choice of the carrier after graduation, the subject had paid limited attention among Libyan researchers. Henceforth this paper aimed to (1) re-examine the Teaching effect and incompatibility scale (2) determine the level of Libyan Teaching’s effect and incompatibility, and (3) decide whether or not it affects its job choice. An online survey conducted among the number of 152 fresh-graduated students from the University of Benghazi in Libya using Virtual snowballing sampling. An Exploratory factor analysis was performed to re-examine and modify the Teaching effect and incompatibility scale. From 19 items measuring four factors of Teaching’s effect and incompatibility, three factors were generated with ten indicators, namely: effect and incompatibly for class management, effect and incompatibly for students’ engagement, and Self-efficacy for teaching English. The result show while the majority of respondent reported a high ability to engage students in an English class (72%), only less than one-third of them think they can manage a classroom as an English teacher (29%). The level of Self-efficacy for teaching English for students was also at a moderate level (50%). Results also revealed that effect and incompatibly for students’ engagement is higher for ELT&EFL graduated who are willing to be an English teacher compared to those who are not. No significant difference was found for Self-efficacy for teaching English between those who are/are not willing to be an English teacher