Part-time language teachers and teaching quality


  • Maryam Elshafei York University



EAP, language teachers, precarity, education quality, teacher motivation, teacher well-being, post-secondary


English language teachers face precarious working conditions affecting their financial security, well-being, and teaching quality. Teachers who are precariously employed are likely to engage in unpaid work, juggle multiple jobs, and are less likely to have paid sick days and extended health benefits. These stressors may affect the amount of enthusiasm teachers display in class, affecting student motivation and emotional well-being. Teachers being paid by the hour are less likely to invest in preparing for classes and supporting their students in and out of the classroom. Contingent employment also means that teachers are more vulnerable to student complaints affecting how hard teachers push or challenge their students in class and during their assessments. Not surprisingly, teachers’ precarious working conditions negatively affect students’ long-term success. With the compounding effects of precarious employment, teachers need to be empowered to challenge the status quo to improve their working conditions and advocate for their students.


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How to Cite

Elshafei, M. (2022). Part-time language teachers and teaching quality. Working Papers in Applied Linguistics and Linguistics at York, 2, 13–20.




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