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Phan Nhat Hao

Nguyen Hoang My

Truong Thai Thanh Tam

Can Tho University, Ninh Kieu District, Can Tho City, Vietnam

 

Abstract

In Vietnam, teaching is socially conceptualized as one of stable and prestigious careers, particularly for English language graduates. Previous research has shed light on these graduates’ motivation to declare teaching as their profession, leaving a knowledge gap in understanding their lived experiences in this career decision-making process. This study aims to fulfill this gap through investigating how English-as-a-foreign-language (EFL) graduates make sense of their decision to enter the teaching profession, using a phenomenological approach framed by Rational Choice Theory. Data was collected from semi-structured interviews with twelve purposefully selected participants and analyzed following the Moustakas’ (1994) phenomenological analysis guidance. Results indicated that participants experienced a process of career decision-making prioritizing an emotional attachment to the teaching profession, influences of inspirational role models, perceived practical advantages, a low-cost investment with stable returns, and concerns over instability in other professions. While they recognized teaching as a pragmatic and attainable choice, their decisions were also shaped by personal values, formative life experiences, and the cultural significance of teaching in Vietnamese society. The findings suggested that rationality in the career decision-making is also informed by emotional meaning and individual identities. These insights carried critical implications for language education and training, career counseling, and education policy in Vietnam and beyond.

 

Keywords

Career decision-making, English studies, EFL, graduates, phenomenology, Rational Choice Theory