What Helps Us Teach Here: Motivational and Contextual Factors Supporting EFL Teachers in Rural Vietnam

Abstract

This study explores the factors that facilitate the professional practice of English as a Foreign Language (EFL) teachers working in rural areas of Vietnam. Drawing on a phenomenological design, data were collected through in-depth semi-structured interviews with rural EFL teachers across multiple provinces. The analysis identified four interrelated facilitators that support teachers’ work and professional identities: (1) teaching enjoyment and positive teacher-student relationships, which nurture a sense of purpose and emotional fulfilment; (2) a supportive work environment, including collegial solidarity and administrative understanding; (3) access to professional development and opportunities for career growth, which enhance competence and sustain long-term motivation; and (4) economic and emotional rewards from extra/private tutoring, which mitigate financial pressure and create a sense of stability. Framed through Self-Determination Theory, Positive psychology and Sociocultural perspectives, the findings show that these facilitators collectively contribute to teachers’ autonomy, competence, and relatedness, enabling them to sustain professional commitment despite challenging rural conditions. The study highlights the value of recognising and strengthening existing local assets to improve teacher retention and instructional quality in rural Vietnamese schools.