Language plays a crucial role in cultural dissemination, communication, knowledge exchange, and learning. In China, English language proficiency is highly valued, leading to significant demand for English teachers across all educational levels. The expansion of higher education in China since 1977, particularly after the 1999 policy changes, has created a large public university sector where most institutions are state-owned. This study explores the motivations behind English instructors choosing employment in Chinese public universities over potentially more lucrative private sector opportunities. It also examines their job satisfaction and dissatisfaction factors. The research aims to address a gap in the literature, which has primarily focused on private institutions or specific demographic subsets within public universities. This study aims to contribute valuable insights into this under-researched area by adopting a case study approach to understand the lived experiences of these educators.

Teacher motivation is a complex and multifaceted concept, influenced by global, contextual, situational, cultural, and social factors. Various intrinsic (e.g., love of languages, interest in culture) and extrinsic (e.g., employment package, job security) factors contribute to teacher motivation. Morris's (2021) framework, which considers employment-based factors, personal considerations, and convenience, provides a comprehensive lens for understanding teacher motivation. Teacher job satisfaction is also influenced by multiple factors including altruistic fulfillment, personal interactions, work environment, teaching and learning aspects (task characteristics, autonomy, challenge, meaningfulness), recognition, progression, and non-work-related factors. Job dissatisfaction can stem from negative personal interactions, teaching and learning challenges, lack of recognition and progression, issues with the employment package, and negative external personal considerations. While previous research on Chinese university EFL teachers suggests relatively high job satisfaction, a complete picture considering both home nationals and expatriate teachers is lacking.

This study employs a pragmatic, relativist exploratory multiple-case study approach to investigate the research questions: 1) What motivates English language teachers to seek employment in Chinese state universities? 2) To what extent, and in which areas, are English language teachers satisfied with their job? 3) To what extent, and in which areas, are English language teachers dissatisfied with their job? The study was conducted at a prestigious Project 211 state university in eastern China. Participants consisted of one Chinese and one British English language teacher (both with doctorates and over 15 years of experience) selected purposively to provide diverse perspectives. Data collection involved semi-structured interviews, based on Morris’s (2021) framework, conducted online in spring 2023. The interviews were transcribed and analyzed using a dual inductive-deductive approach, guided by ethical considerations and adhering to relevant data protection regulations.

Chen, the Chinese participant, entered university teaching after completing his master's and doctoral degrees, driven by external factors like his degree choice, learning experiences, and the national employment situation. He found satisfaction in the salary, benefits, teaching load, and social status associated with the profession. His job satisfaction increased during the COVID-19 pandemic due to the stable financial position provided by his university. However, Chen experienced dissatisfaction concerning the perceived bias towards research over teaching, limited professional development opportunities, and unattainable career advancement targets, leading to periods of depression and disillusionment. Edward, the British participant, had diverse work experiences before joining the university, motivated by chance, a desire for future prospects, and the ease of the recruitment process. He found satisfaction in teaching autonomy, a light workload, friendly students, and the opportunity to live and work in a new country. However, Edward experienced job dissatisfaction due to a lack of institutional integration, limited career progression opportunities as an expatriate, and an insufficient employment package for long-term commitment, especially compared to the more lucrative offers from private institutions.

The findings highlight the diverse extrinsic employment motives of English teachers, with both participants primarily influenced by employment-related factors and convenience rather than intrinsic motivations or altruism. The study also reveals differentiated job satisfaction factors between home and expatriate teachers, with home national Chen prioritizing recognition and the employment package, while expatriate Edward emphasized personal interactions and teaching autonomy. Shared areas of job dissatisfaction included a perceived lack of recognition and progression and concerns about the employment package. The study suggests the importance of considering these varying factors for effective staff recruitment and retention in Chinese universities.

This study contributes to the understanding of employment motivation, job satisfaction, and dissatisfaction among English instructors in Chinese state universities. The findings highlight the diverse and often extrinsic nature of their career motivations and the need for institutions to create supportive environments that address both home national and expatriate teachers' specific needs and concerns. Future research could investigate the role of intrinsic motivation and explore these issues on a larger scale, including quantitative data and comparisons across different types of educational institutions.

This study's small sample size limits the generalizability of the findings. The reliance on retrospective accounts from the participants may also introduce recall bias. Future research incorporating a larger sample and possibly quantitative methods would be valuable in verifying and extending these findings.