Subjective Norm

As discussed previously, the variable subjective norm was likely significant in normalizing teaching in PPIs. A concise analysis of the normative beliefs surrounding the practices sheds further light.

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4.3.1 Family and Friends

NEST’s familial support for teaching English in a PPI was often exhibited with limitations. Pilot study responses often cited immediate family or family members as approving of them teaching English in PPI in Taiwan (Appendix A: 5.2,5.3,5.4) ; with two NESTs claiming extended family and family members may not approve (Appendix A: 6.2,6.3).

73.75% of respondents said their family approved of them teaching English in PPIs with a mean score of 2.23 (approve) and standard deviation of 1.48. Only 6.25% of respondents stated their parents didn't approve (with 20% remaining neutral).

The interviewees seem to suggest that this support is a support for employment and not job choice per se. Two interviewees stated their family originally supported them, but grew skeptical as they continued to do it, and as they learned more about it (Appendix C: Nelson, Kyle). Rachel stated that her parents were supportive of the job, but not her dealing with abuse (Appendix C: Rachel). Anton’s brother suggested he take a job in ESL (Appendix C: Anton), and John’s mother thought it was acceptable, as he’d taught in a kindergarten in the United States (Appendix C: John). Commonly, interviewees seemed to feel their parents didn’t know enough about the job or situation in Taiwan to make an accurate judgement call. “My parents had no conception of what it entails, they just knew I had a job and was alright” stated Mike (Appendix C: Mike). Gregory’s parents extended support as long as he pursued his PHD afterwards (Appendix C: Gregory). NEST’s friends in Taiwan have a clearer idea of what teaching English in a PPI entails.

Friends played both supportive and discouraging roles in the decision to teach English in a PPI in Taiwan. Three pilot study respondents stated that friends were supportive of their decision to teach (Appendix A: 5.2, 5.4, 5.7, 5.4) while two cited friends from their home

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country as disapproving (Appendix A). One respondent stated that “other foreigners” (Appendix A) were supportive of teaching English in a PPI in Taiwan.

Survey results indicated that most of the friends who had taught in Taiwan had taught in a PPI (62.5%, with 13.75% neutral, 23.75% negative with a mean of 2.37 (more likely than not) and standard deviation of 1.79). Perceived expatriate approval of the matter is considerably more neutral with a mean of 4.075 (neutral) and standard deviation of 1.504. When asked what percentage of NESTs in Taiwan had taught kindergarten before 80% of were perceived as likely, 11.25% stated unlikely, with a mean score of 3.21 (likely) and standard deviation of 1.366.

Interview respondents did not see any significant influence either way. It was accepted as normal (Appendix C: Nelson). “I needed a job and everyone seemed to be doing it”

(Appendix C: Rachel) encapsulates the sentiment. “Other expatriates don’t praise it… it's not surprising… a regular sort of thing... (They say) ‘oh yeah me too’...never had anyone tell me to stop” (Appendix C: Nelson). Alternatively, one respondent said his friend originally deterred him, not due to potential legal sanction (see chapter 1) but as kindergarten is “too much trouble”

(Appendix C: Kyle). Several respondents hinted at a negative perception from Taiwanese people (Appendix C: John, Anton, Gregory, Mike) and from other expatriates (Appendix C: Mike, Hugo, Gregory, Anton). To quote teacher John “Other foreigners don't have a bad attitude about it…

Taiwanese women will not date you if they know you're a teacher... (they have) preconceptions of English teachers as being... losers in their home country” (Appendix C: John). Similar ideas were reiterated in other interviews (Appendix C: Anton, Mike, Michelle).

4.3.2 Taiwanese Society

Taiwanese society, Taiwanese people, and Taiwanese parents continually arose in approval questions of the pilot study. Four respondents cited Taiwanese parents as supporting the

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behavior (Appendix A: 5.7, 5.8, 5.9, and 5.10). Conversely Taiwanese authority figures were seen as not approving (Appendix A: 6.3, 6.7, 6.9, and 6.11). Society in general was divided between traditional (xenophobic) Taiwanese (Appendix A: 6.3, 6.6, 6.9, 6.10) disapproving; and children and globally minded Taiwanese approving (Appendix A: 5.5, 5.8, 5, 9).

Roughly corresponding with previous studies, (Oladejo, 2006; Shang et al, 2007.) NESTs perceived a high rate of approval from Taiwanese parents (72.5% approve, 26.25%

neutral and only 1.25% disapproving). A mean score of 2.23 with a standard deviation of 1.389 suggests that parents were likely to approve. Taiwanese society on the whole was perceived as approving, with 62% approving, 32.9% neutral and 5.1% not approving of the NEST teaching in PPIs. This response had a mean of 2.70 (likely to approve) and a standard deviation of 1.4.

The NESTs interviewed had different interpretations of parental behaviors and likewise attributed little value to it. Four teachers shared a sentiment that Taiwanese parents didn't really care about English, and viewed the school as a glorified child care service (Appendix C: John, Nelson, Rachel, Anton). “Taiwanese culture doesn't value kids learning English, but it is taken more seriously at the kindergarten level” (Appendix C: Nelson) and “I get no respect from the parents, they are only concerned with appearances” (Appendix C: John) being two negative reframes. Not all sentiments were dismissive however, three teachers felt the parents were kind and took NESTs’ efforts seriously (Appendix C: Kyle, Hugo, Gregory). Interviewees often admitted that their co-teachers handled much of the negotiations with parents (Appendix C:

Nelson, Rachel, Kyle, Hugo, Mike, John, Anton, Gregory, Hugo) implying the NESTs did not have a clear idea. A meaningful notion sums up the situation: although Anton sometimes feels like a babysitter, parents were clearly willing to spend a lot of money (on tuition) (Appendix C:

Anton).

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NESTs’ perceptions of Taiwanese society were also interesting “Taiwanese people don't express their thoughts” (Appendix C: Anton). Compared with Michelle’s generalization

“Taiwanese people are rude (Appendix C: Michelle)”. Anton said “they must assume I come here to party and meet Taiwanese girls” (Appendix C: Anton), who has a long term Russian partner, adding considering some other expatriates “it's probably a safe assumption” (Appendix C: Anton). Mike argued it's a case of a few bad apples spoiling the bunch, stating people sometimes think “mainly we're here to have sex with women, save money, get drunk, ‘whore around’, go to clubs; we are the losers from our (home) countries who couldn't get jobs and girlfriends” adding while he doesn't think it's true “the worst are the loudest” (Appendix C: Mike) implying Taiwanese do not focus on those who take it seriously. NESTs’ perceptions of the government are more mixed.

When asked if government and education officials approve of them teaching English in a kindergarten 16.25% replied they approve, 53.75% had neutral feelings, and 30% stated they did not approve. This had a mean score of 4.3 (neutral) with a deviation of 1.54.

Interviewees continually stated loopholes, and legal gray areas when pressed (Appendix C: Nelson, Anton, Rachel, John, Jim, Hugo, Gregory, Mike, Kyle) which is relevant to perceived behavioral control.

4.3.3 Summary of Subjective Norm

Subjective norm, according to the available evidence, was not significant in the decision making processes of NESTs at the preschool level in Taiwan. As with attitude, the majority of negative pressure arose from the perception of English teachers in general and not in their position as PPI teachers specifically with one exception: a passive idea that parents care more at the ‘young learners’ age. Those whose opinions the NEST’s value either seem to have little grasp

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of the complexities of their employment (in the case of family) or normalize their employment (in the case of friends). Reiterating a previous trend, negative perceptions of NESTs’ in Taiwan are not limited those working in PPIs. While many interviewees expressed perceived malign, they assigned that malign to their role as English teachers and not as preschool teachers per se.