CAREER ADAPTABILITY IN TRANSITION: THE ROLE OF ONLINE ENGAGEMENT IN PROSPECTIVE ENGLISH LANGUAGE TEACHERS’ CAREERS

Abstract

The importance of university education in promoting career adaptability during the school-to-work transition is crucial in teacher development but research on this relationship is limited.  This study examined the relationship between online engagement and career adaptability, potential gender differences, and the link between adaptability and prospective English language teachers’ teaching willingness to work as teachers after graduation.  Data obtained through online student engagement and career adaptability scales from 450 students across 45 universities were analyzed using independent t-tests, Pearson Correlation, and Regression analysis. Findings indicated a moderate positive relationship between online student engagement and career adaptability with increased adaptability linked to higher engagement.  While career adaptability significantly influenced prospective English language teachers' willingness to become teachers, no gender-based differences were observed. This research highlights the importance of career adaptability in boosting online engagement, influencing teacher candidates’ preference for teaching careers, and easing their transition from school to work, contributing to teacher development.