Populations measures

The 80 primary survey respondents demonstrate a wide diversity in regard to NESTs teaching in PPIs in Taiwan. Respondents were 77.8% male and 22.2% female (See Figure 5).

Figure 5 Survey Respondent Gender (Source: Author.)

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The population was majority (81%) Caucasian with 9% of population being of Asian descent, 4% of African descent, 4% Hispanic, and 2% responding as other (Indian, Arabic etc., or mixed) (Figure 5).

Figure 6Ethnicity of Survey Respondent (Source: Author)

Americans made up the largest portion of respondents at 59%, followed by Canadians 15%, British at 12%, South Africans at 10%, Australians 3%, and a lone Irish respondent at 1%

(Figure 7)

White 81%

Hispanic 4%

Asian 9%

Black 4%

Other 2%

Respondent Ethnicity

Ethnicity origin (or race) please specify

White or Caucasian Anglo European Italian American etc.

Hispanic

Asian or Taiwanese American Chinese European etc.

Black or African American African European etc.

Other

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Figure 7 Respondent Nationality 1 (Source: Author)

NESTs had an average age of 31.6 years with notable older outliers being 47.5 years old (with the youngest respondents being 22.5 years of age) (See Figure 8). The mode age for NESTs in Taiwan was 27. Respondents spent an average of 6.5 years in Taiwan, with notable outliers of 18 years in Taiwan, and several scores of less than 6 months. The mode time spent in Taiwan was 7 years. Conversely the average NEST taught in a PPI for 3.9 years with a mode score of 2. Scores ranged between 16 years of PPI experience to less than six months.

United Kingdom 12%

United States 59%

South Africa 10%

Canada 15%

Ireland 1%

Australia / New Zealand

3%

Respondent Nationality

United Kingdom United States South Africa Canada Ireland

Australia / New Zealand

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Figure 8 Age of Respondents (Source: Author)

In regards to certifications and qualifications, 46.3% possessed some level of training (usually Celta or TESOL certificates of varying level) with several outliers. There was one post graduate of education, two bachelors of education, one associate’s degree of early childhood development, and one certificate licentiate of music (2 instruments). All respondents had the minimal four years undergrad or an equivalent deemed necessary by ARC regulations.

Likewise the interviewed population ranged between 25 and 33 years of age. There were two female, and eight male respondents, with differing levels of experience. Three respondents (Appendix C: John, Mike, and Rachel) had quit teaching in PPIs, whilst two respondents had taught less than one year (Appendix C: Anton, Gregory). Respondents, Kyle, Hugo, Jim, Michelle, Nelson were presently teaching kindergarten at the time of interview with 6, 5, 5, 1, and 3 years of experience respectively (See Table 2).

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Table 2 Interviewee Demographics

# Interviewee Sex Age Nationality Certification 1 Michelle Female 31 United States None

2 John Male 32 United States Bachelor of Early Childhood Education

3 Nelson Male 26 South Africa None

4 Hugo Male 31 United States None

5 Jim Male 28 United states TESOL Certified

6 Rachel Female 28 Canada Masters of Education

7 Gregory Male 28 UK-Scotland CELTA Certified

8 Mike Male 29 United States None

9 Anton Male 25 United States None

10 Kyle Male 32 United States None

Source: Author

One interviewee, Hugo, was a racial minority (Hispanic) in his home country. Other interviewees were clearly Caucasian with no outstanding physical defects. Rachel was Canadian, Gregory Scottish, and Nelson South African. The other respondents were all American (Appendix C). All were seen as meeting the typical desired image of NESTs in Taiwan, young, white, and lacking distinguishing marks (tattoos, obesity, scarring, or peculiar haircuts).

This study sought to first address how the three determinants of behavioral intentions:

attitude, subjective norm, and perceived behavior control were present in a NEST’s decision to teach English in a PPI in Taiwan.

Primary questionnaire results indicate that overall attitudes concerning the teaching in a PPI in Taiwan are mixed to positive. 70% of respondents claim that teaching kindergarten is

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enjoyable, whilst 15% remain neutral and 15% felt it was not enjoyable. A mean score of 2.97 (enjoyable) and standard deviation of 2.93 was achieved. Likewise, 67.6% described the work as pleasant (with a mean of 2.97, and standard deviation 1.57). The work is also viewed as being mildly rewarding with 58.7% responding that kindergarten work is rewarding (a mean score 3.35 mildly rewarding, SD 1.6). Considering these three measures, it can be assumed that the overall attitude towards teaching in a PPI is positive.

Conversely, in regards to the subjective norm, perceptions are far more blasé. The literature demonstrates that market mechanisms drive the private education market (Chou, 2014).

However, respondents indicate market actors: Taiwanese parents, society, and authority figures do not play as significant a role in the decisions of NESTs to teach in PPIs. The influence of NEST’s family and friends is likely more salient. While most NESTs surveyed seem to agree that there is a large local demand for PPI teachers (76.4% in agreement), there is little perceived social pressure pushing them into PPIs (20.1% agree that there is social pressure, with 65.1% in disagreement mean score 5.3 (little to no pressure) and SD of 1.83). NESTs received mixed to positive support from people whose opinions they value with 65.9% saying they supported their decision to teach in a PPI in Taiwan (Mean of 2.70 (positive) with a SD 1.62). Subjective norms were likely most significant in normalizing PPI teaching.

Perceived behavioral control is likely significant in the decision to teach in a PPI.

Primary questionnaire results indicate that finding work in PPIs in Taiwan is perceived as being exceptionally easy. 91.3 percent stated that finding kindergarten work in Taiwan was extremely easy (mean 1.86, Standard deviation 1.11), with only 2.6% claiming it was difficult. 92.6% of respondents said they were extremely confident they could find PPI work if they wanted (mean 1.62 or extremely confident, standard deviation 1.15). This notion is created by low standards

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based on race at the hiring level and far outweigh the threat of deportation. In regards to perceived behavioral control, PPI work in Taiwan is perceived as having almost no barriers to entry, assuming the NEST is a young Caucasian.

All three TPB variables are present in the NESTs’ decisions to teach in a PPI in Taiwan. Primary questionnaire results suggest that a positive attitude towards the work, low barriers to entry, and normalization via peers enables the behavior.

An analysis of the above collected data paints a muddled picture of ESL in PPIs in Taiwan. There are known negative and positive outcomes to teaching at the preschool level and the pervasive attitude is neutral to positive. Subjective norms were significant in the normalization of the practice, but not in encouraging NESTs to commit the behavior. Subject’s perceived control and access to the behavior far outweighed any legal or physical barriers. There is however some confusion as to the extent to which these attitudes, subjective norms, and control beliefs are isolated to PPI work in general, or endemic to the ESL market in Taiwan as a whole. Therefore, it is necessary to take a more in-depth look at the Salient Beliefs surrounding PPI work by NESTs in Taiwan.