Investigating Factors Affecting the Completion of EFL Teachers’ Graduate Studies from Social Cognitive Perspectives

Graduate studies have been proven to be a significant teacher’s professional learning. Pursuing graduate studies helps teachers strengthen their professional growth, develop teaching practices, and improve students’ learning experiences. Previous studies have shed light on internal and external factors encouraging teachers to embark on their graduate studies, leaving a knowledge gap in comprehending critical factors impacting the completion of such studies. Drawing upon the Social Cognitive Theory (Bandura, 1989), this multiple case study aims to address this gap by examining factors affecting the completion of EFL teachers’ graduate studies in an English language teaching master’s program. Data were qualitatively collected through semi-structured interviews with ten purposefully selected teachers graduating from this program. Subsequently, data were analyzed through thematic analysis. Findings revealed two categories of influences, personal and contextual factors. On a personal level, intrinsic motivation, a positive attitude, and self-efficacy enabled participants to persist through academic challenges. Contextual factors included professional, institutional, and familial assistance that ignited their inner resilience and sustained their commitment to learning. Notably, most participants identified the former as more decisive in their graduate study completion than the latter. Critically, these findings align well with Bandura’s theory, emphasizing the dynamic interconnection among personal attributes, environmental conditions, and academic behaviors. Understanding these influencing factors is essential for minimizing drop-out rates and maximizing support to these teachers. This research ended with pedagogical implications for university program managers, teacher educators, and EFL teachers pursuing graduate studies.