A Mixed‐Method Study on the Influencing Factors of Non‐Native Pre‐Service Chinese as a Second/Foreign Language Teachers’ Motivation From an Ecological Perspective

The present study used a mixed‐method approach and utilized Bronfenbrenner's ecological systems model to examine the variables influencing teacher motivation among 338 non‐native pre‐service Chinese as a Second/Foreign Language (CS/FL) teachers. In the quantitative section, the participants’ teacher motivation and background information were collected using a validated questionnaire. The participants’ background variables were divided into four levels according to the ecological systems, including microsystem (e.g., teaching experience and Chinese language proficiency), mesosystem (e.g., regular contact with Chinese friends), exosystem (e.g., family income level), and macrosystem (e.g., national economic level). The results of structural equation modeling found that these variables differed in their predictions in teacher motivation. Subsequent semi‐structured interviews were conducted with ten non‐native pre‐service CS/FL teachers and three postgraduate tutors to explore in depth how these background variables influenced teacher motivation. Based on the integrated findings, theoretical and practical implications for the professional development of non‐native pre‐service CS/FL teachers are discussed.