Effect of English Language Competency on the Job Satisfaction and Motivation of Teacher Educators: A Narrative Analysis

Abstract

This research study was designed to explore the English language competency of teacher educators and its effect on their job satisfaction and motivation in order to maintain their position at their departments of Education at Universities of Sindh province of Pakistan. As, languages are generally taught and assessed in terms of four skills such as listening, speaking, reading, and writing. Where listening and reading are known as receptive skills while speaking and writing as productive skills, which are directly concerned and connected with the cognitive development of the teachers educators and its proper utilization to become satisfied and motivated faculty members. The data was collected and analysed through narrative analysis technique, the qualitative research design and method. The findings of this article would be found suitable, reliable, strong resource and a rich addition in to the existing literature, which provides a suitable insight to all stakeholders to understand the real position and phenomenon of language competency and its effects.