Collective agency among Chinese university EFL teachers in the era of research excellence

The increasing research-driven atmosphere in Chinese tertiary institutions presents significant challenges for EFL teachers, whose roles traditionally focused on teaching. Linking research productivity to national development initiatives, supported by appraisal systems emphasizing research output, creates pressure and potential professional vulnerability. Many EFL teachers respond by seeking collaborative opportunities within professional groups, highlighting the importance of collective agency. This study, therefore, explores the manifestations of collective agency among six university EFL teachers in a Chinese research institute. The central research question asks: What are the manifestations of collective agency among Chinese university EFL teachers within a research-oriented community? The study aims to uncover the complexities and nuances of collective agency in this specific context, offering practical insights for teachers and administrators navigating the pressures of a research-excellence era. The existing research on teacher agency primarily focuses on individual-level phenomena, neglecting the crucial aspect of collective agency, particularly within the context of Chinese universities and EFL teaching. Understanding how collective agency emerges and functions in this context is crucial for supporting teacher professional development and addressing the challenges posed by the current research-focused environment.

This study is grounded in Bandura's social cognitive theory of agency, which defines agency as the intentional ability to influence one's life circumstances. This theory extends the concept of agency beyond the individual level to encompass collective agency, which arises when individuals collaborate towards a shared goal. In educational contexts, the increasing emphasis on collaborative learning and teacher communities highlights the role of collective agency in teachers' professional lives. Existing research demonstrates the benefits of collective agency in promoting teacher development and student learning, but often treats it as a general and abstract concept. While some studies have explored shared commitments and interactive features of group members, the specific manifestations of collective agency in teachers' professional lives remain underexplored. This study specifically aims to address the gap in research on the collective agency of university teachers, particularly EFL teachers in China, adding to the understanding of collective agency's complexity and offering practical implications for teachers and administrators.

This study employed a qualitative inductive approach, analyzing data from semi-structured interviews with six core members of a research institute at a Chinese university. Purposeful sampling selected participants facing pressure to improve research performance, making them uniquely informative for this study. The participants included three males and three females, with varying ages, teaching experience, and research backgrounds (detailed information provided in Table 1). Data collection involved semi-structured interviews focusing on work history, current practices (especially collaboration), reasons for joining the institute, perceptions of contribution and collaboration, evaluation of the institute's impact, and future prospects. The interviews were transcribed and translated into English, resulting in a total word count of 35,718. Memos of group activities from July 2018 to December 2022 served as a supplementary data source. Data analysis followed a qualitative inductive approach, iteratively comparing and contrasting data to identify patterns and regularities. The researchers balanced insights from existing literature with empirical data, coding the transcripts line by line, grouping similar concepts into categories, and abstracting these into analytical themes and hypotheses. To ensure trustworthiness, intercoder agreement was achieved through a process of separate coding, comparison, discussion, and consultation with a third senior researcher. Participant review further enhanced the trustworthiness of the study.

The study's findings suggest that collective agency among the participants manifested in three interconnected dimensions: 1. **Forming a collective mode of practice aligning goals and developmental paths:** The participants moved from individual practices to a shared framework harmonizing diverse professional aims. Initially motivated by external pressures (research-oriented culture, peer pressure, routinized practices), they gradually recognized the intellectual and emotional benefits of collective efforts, leading to increased commitment. This included intellectual support through shared expertise and cognitive support via feedback and collaborative reflection. Emotional support helped participants cope with research-related anxiety. The alignment of individual goals and developmental paths was crucial, as initially diverse aspirations were unified by a shared commitment to enhancing research productivity. 2. **Fostering a dual-natured social network supporting professional development:** The participants cultivated a strong communal bond alongside a clear hierarchy. Georgianna, the director, served as a central figure, inspiring others through her selfless contributions and expertise. This dual-natured social network provided both affinity at a group level and a hierarchical structure, serving as social capital for professional growth. The intimate relationships fostered trust and a sense of belonging, while the hierarchical dynamics provided inspiration and a framework for collaboration. 3. **Maintaining a shared belief in group efficacy enhancing collaboration and collective identity:** The participants demonstrated confidence in their collective ability to improve research performance, although this confidence varied depending on the type of group activity (stronger for group presentations than group discussions). This shared belief was strengthened by comparing their institute favorably to others, highlighting the genuine collaboration within their group. They also maintained their collective faith by attributing challenges to external factors (institutional policies, administrative support). This shared belief in efficacy influenced their collaborative experiences and shaped their collective identity, emphasizing intrinsic values and meaningful pursuit over solely measurable outcomes.

This study reveals collective agency as a dynamic, emergent phenomenon that arises from teachers' participation in collective actions. It's not merely an innate capacity or inherent property of a group, but rather a process constructed through interactions and shared experiences. Collaboration alone does not equate to collective agency; rather, shared visions, social capital, and a common belief are necessary for its emergence. The study underscores the multifaceted nature of collective agency, with its manifestations varying across dimensions of teachers' professional lives. The findings also highlight the contextualized nature of collective agency, emphasizing the influence of institutional policies and the broader sociocultural context. Institutional appraisal systems, while potentially motivating collaboration, can also create constraints. The hierarchical social dynamics observed within the group reflect the influence of Chinese cultural norms, emphasizing strong leadership and communal harmony. This aligns with Bandura's theory, showing how individuals can exercise agency to shape their environment while remaining subject to contextual influences.

This study offers a dynamic view of collective agency as an emergent and contextualized phenomenon, broadening research perspectives on teacher collaboration. It demonstrates the importance of teachers acting as an agentic community to cope with external challenges. Practical implications exist for university administrators and policymakers to create supportive environments that encourage collaboration and address identified barriers (e.g., appraisal system limitations, insufficient administrative support). Future research should investigate the role of consistent and robust artifacts in nurturing collective agency, examining professional communities with stronger, more consistently used collaborative tools.

One limitation of this study is its underemphasis on the role of consistent and robust artifacts in nurturing collective agency. The participants engaged in a mix of weak and strong artifacts; the presence of weak artifacts might have hindered deeper collaboration, affecting the dynamics of collective agency. Future research should focus on professional communities that consistently utilize powerful artifacts to further explore the manifestations and impacts of collective agency. The small sample size also limits the generalizability of the findings.