# data[].attributes.body
1: Teacher Survey 2: Administrator Survey 3: Teacher Interview 4: Pre-Test and Post-Test for Students 5: Teacher Observation

# data[].attributes.body
Native/Foreign/Alien ESOL Teachers, Foreign ESOL Teacher Support Systems, Well Supported Systems, Teacher Performance, Teacher Turnover Rate, Teacher Attrition Rate, Teacher Satisfaction.

# data[].attributes.body
- For this study, we will be using a Mixed Methods research approach. In order to explore the under-researched effects of support systems in place for foreign NESTs working in East Asia, we will use qualitative methods to observe, define, and describe in detail the support systems provided and their effects, as well as carry out researcher observations. A quantitative research design will be employed in order to collect and analyze data from attitudinal surveys and student test scores in order to draw more concrete inferences about the phenomenon.

- Social Support Systems Theory guided this study.  The framework models how support systems affect teacher satisfaction and attrition rates, and how support systems affect teacher performance in the classroom.  “...it would seem more immediately feasible to attempt to improve and strengthen the social supports rather than reduce the exposure to the stressors” (Cassel, 1976, pp. 121-122).  The model of Social Support Systems predicts that the stronger and more thorough the support system, the lower teacher attrition rates will be. This model also predicts improved teacher performance in the classroom.
- We will use 5 instruments to measure the existence and effectiveness of support systems and their effect of teacher effectiveness and attrition rates. These include: Likert-type Scale Attitudinal Surveys for Teachers and Administrators, Teacher Interview, Pre- and Post-Test for Student, and Teacher Observation.
- Data Analysis:
*Schools will be assigned "scores" based on the existence and effectiveness of their support systems
*We will create 3 scatter plots, which measure how the independent variable of school support system "score" affects teacher satisfaction, attrition rates, and effectiveness. We will then calculate the Pearson Correlation Coefficient to determine the strength and direction of the relationship between support systems and these three dependent variables.

# data[].attributes.body
1. What are the support systems in place for foreign language instructors teaching in East Asia?

2.  How do these support systems affect teacher satisfaction and, subsequently, teacher turnover rate?

3. How do these support systems affect teacher performance in the classroom?

# data[].attributes.body
We have pulled resources from an extensive body of works and all of these articles provide us with a deeper understanding of the challenges faced by NEST and NNEST teachers, but there still exist extensive gaps in research as exhibited by high and continued teacher attrition rates and a perceived lack of resources. The current position regarding support systems for ESL/EFL teachers is that they are insufficient, and contradictions exist in trying to determine a framework that can provide guidelines that delineate what appropriate support systems entail.  In this research proposal, we seek to address some of these gaps by exploring the current support systems available to foreign ESOL teachers in East Asia, as well as those that most benefit them.

# data[].attributes.body
-Brannan, D. & Blestein, T. (2012). Novice ESOL Teachers' Perceptions of Social Support Networks. Teachers of English to Speakers of Other Languages, Inc. (TESOL)

-Buchanan, J. (2010). May I be excused? why teachers leave the profession. Asia Pacific Journal of Education, 30(2), 199-211. doi:10.1080/02188791003721952

EPIK (2018). English Program in Korea. Retrieved from http://www.epik.go.kr

-Farrell, Thomas S. C. (2016). TESOL, a profession that eats its young! The importance of reflective practice in language teacher education

-Farrell, Thomas S. C. (2012). Novice-Service Language Teacher Development: Bridging the Gap Between Preservice and In-Service Education and Development

-Farrell, Thomas S. C. (2010). Exploring the professional role identities of experienced ESL teachers through reflective practice

-Farrell, Thomas S. C. (2010).  Learning to teach English language during the first year: personal influences and challenges

-Fenton-Smith, B., & Torpey, J. M. (2013). Orienting EFL teachers: Principles arising from an evaluation of an induction program in a japanese university. Language Teaching Research, 17(2), 228-250. doi:10.1177/1362168813475946

-Friend, M., Cook, L., Hurley-Chamberlain, D., & Shamberger, C. (2010). Co-teaching: An illustration of the complexity of collaboration in special education. Journal of Educational and Psychological Consultation, 20(1), 9–27.

-Fujimoto-Adamson. (2005). A comparison of the roles of two teachers in a Team-Teaching Classroom in a Japanese Junior High School. The Journal of Asia TEFL, 2(1), 75-101. Retrieved from http://www.earticle.net/Article.aspx?sn=182038

-Jambor, P. (2010) The ‘Foreign English Teacher’ A Necessary “Danger” in South Korea.  Korea University – IFLS: Department of Education, Art & Design

-Kang, S. W. (2009) ‘Korean Teachers Substituting for Native Speakers in Incheon’. Korea Times Online. Retrieved from http://koreatimes.co.kr/www/news/nation/2009/03/117_41268.html

-Liston, D., Whitcomb, J., & Borko, H. (2006). Too little or too much: Teacher preparation and the first years of teaching. Journal of Teacher Education, 57(4), 351-358. doi:10.1177/0022487106291976

--Luo, W. (2007). A study of native english-speaking teacher programs in elementary schools in taiwan. Asia Pacific Education Review, 8(2), 311-320. Retrieved from https://eric.ed.gov/?id=EJ776345

-McClure, G., & Cahnmann-Taylor, M. (2010). Pushing back against push-in: ESOL teacher resistance and the complexities of coteaching. TESOL Journal, 1(1), 101-129. doi:10.5054/tj.2010.214883

-Peercy, M. M., Martin-Beltrán, M., Silverman, R. D., & Nunn, S. J. (2015). "Can I ask a question?" ESOL and mainstream teachers engaging in distributed and distributive learning to support english language learners' text comprehension. Teacher Education Quarterly, 42(4), 33-58. Retrieved from https://eric.ed.gov/?id=EJ1090809

-Rinke, C. (2007). Understanding teachers’ careers: Linking professional life to professional path. Educational Research Review, 3, 1–13.

-Shih, C. (2016). Why do they want to become english teachers: A case study of taiwanese EFL teachers. Perspectives in Education, 34(3), 43-55. doi://dx.doi.org.unco.idm.oclc.org/10.18820/2519593X/pie.v34i3.4

-Sun, Y. (2010). Standards, equity, and advocacy: Employment conditions of ESOL teachers in adult basic education and literacy systems. TESOL Journal, 1(1), 142-158. doi:10.5054/tj.2010.215135

-Tuan, L. T. (2012). An empirical research into EFL learners' motivation. Theory and Practice in Language Studies, 430-439. Retrieved from https://unco.idm.oclc.org/login?url=https://search-proquest-com.unco.idm.oclc.org/docview/1348130520?accountid=12832

-Xu, H. (2012). Imagined community falling apart: A case study on the transformation of professional identities of novice ESOL teachers in china. TESOL Quarterly, 46(3), 568-578. Retrieved from http://www.jstor.org.unco.idm.oclc.org/stable/41576068

# data[].attributes.body
1. Foreign ESOL teachers living in East Asia without a strong support system have a higher attrition rate due to low job satisfaction than foreign ESOL teachers living in East Asia with a strong support system.

2. Students in East Asia with well-supported foreign ESOL teachers score higher on exams than students in East Asia without well-supported foreign ESOL teachers.

# data[].attributes.body
Staffing is one of the most significant factors affecting the performance of students in schools. Students usually perform better academically when there is consistency with returning teachers, and they know what to expect. While most schools recognize the need for teachers to stay year after year, however, many communities struggle with teacher retention. Not only does a support system in a teacher’s first years have a significant impact on their job satisfaction early on, support systems at any level of a teacher’s career are beneficial. In addition, Teachers teaching ESOL (English for Speakers of Other Languages) overseas are presented with unique challenges.