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An LTA (Language Teacher Association) is defined as a network of professionals, run by and for professionals and focused mainly on continuing professional development of its members (Lamb, 2012). Teacher associations exist almost everywhere teachers are found. In Cameroon where the first author lives, LTAs range from local organizations with a small number of members to large ones characterized by a national appeal (the case of Cameroon English Language and Literature Teacher Association or CAMELTA). Activities may vary (e.g. political action, collective bargaining, publication, and conferences), but the common aim of these associations is to help teachers develop professionally, network, collaborate, and improve their teaching practices (Paran, 2016; Smith & Kuchah, 2016).
However, professional organizations can seem expensive or maybe even a waste of time to educators who are already busy putting forth their best efforts each day in their own classrooms and within various career paths within the field of education. Nevertheless, joining a professional organization is an important consideration for educators, especially those who want to continue to learn, grow, and collaborate.
In my (the first author's) case, I remember not having any idea about LTAs early in my career. When I finally joined (name the organization here) and became more engaged in several organizations, I realized how beneficial they were to my professional development. At the same time, I have noticed how very few of us benefit from this as many teachers are not part of LTAs. Some teachers do not know or care about TAs, like me earlier in my career, while others do not see the value in it. To understand why teachers are not joining or hesitate to join LTAs in Cameroon, I conducted a small research project with the support of my mentor (the second author) through the CLIMB program organized by TESOL Career Path Development PLN.
To conduct the project, I developed a survey with 10 questions. Three asked for the length of teaching experience, age, and teaching context (urban, rural, or both). Other questions asked whether the teacher belonged to an LTA, the reasons for not being a member, how likely they would join an LTA, what hindered them from joining, and the benefits that would make them join. The survey was then shared with a WhatsApp group. I received 16 responses. I also contacted 25 teachers and orally interviewed them through WhatsApp.
The survey data show that the teachers were in the 27-40 age range and with 2-10 years of teaching experience in mostly urban areas. Analysis of both the survey data and interview data show four main reasons why the teachers hesitated to join LTAs.
Unaware teachers
Fifty-two percent of those who responded to the survey reported that they were completely unaware of LTAs. The interview data confirmed this as the main reason for not joining.
Unmotivated teachers
Thirty-four percent of the respondents declared that they simply were not motivated to join an LTA because they did not see anything motivating enough to join.
Frustrated members
Eight percent of teachers in our sample were already members of an LTA but dropped out because of the frustrations they felt.
Financial limitations
Financial limitation is another reason for teachers not joining. Four percent of the respondents complained about not having money to pay for membership or attending seminars and conferences in neighboring towns.
When asked what benefits would make them consider joining, most teachers mentioned resources that they could use, opportunities to network and ask other teachers, and opportunities to improve their teaching. Based on these findings, we have a few suggestions for LTAs in Cameroon and elsewhere.
LTA leaders may organize frequent campaigns to inform the teaching staff in various schools about their existence and advantages of belonging to them. Members of an LTA can take upon themselves to volunteer for the association by organizing short discussions in their various schools to create awareness among unaware colleagues. Visiting teacher training schools to inform future teachers about LTAs is also a consideration. Posters and flyers can help to advertise LTAs in schools. LTAs may also give five-minute informative talks during school general assemblies. Finally, LTAs may take advantage of every "public square" where teachers are found to advertise an LTA and its benefits. When teachers understand the benefits, they may be more motivated to join.
In addition, apart from recruiting new members, LTAs need to make sure that what they offer is immediately relevant to teachers’ needs and expectations. To understand needs, leaders may consider seeking opinions through polls or surveys when strategic decisions need to be made in the association. They need to make the best effort to make every member feel heard and seen, which is important to develop a sense of belonging among teacher members (Motteram, 2016). Leaders may not be able to get in touch with all members all the time but sending little messages of encouragement and constantly sending updates about how the LTA functions is important. In addition, an equal distribution of opportunities that follows transparent guidelines will reduce frustrations that will send members away.
Finally, to address financial limitations, LTAs may consider giving a number of free memberships to teachers who are really interested in joining and benefiting from LTAs. To gather interest, TAs may ask teachers to complete an online free membership form or get in touch with an LTA via a given mobile number for a limited amount of time. It is also a good idea to encourage members to volunteer for the association in return. This may also be a good way to train future leaders.
Overall, our research suggests teachers hesitate to join an LTA for various reasons, but the main reasons are their lack of awareness of the existence of such an association and the benefits it offers to teachers. LTAs need to be proactive in promoting themselves and making them visible and relevant to the needs and interests of teachers.
References:
Lamb, T. (2012). Language associations and collaborative support: language teacher associations as empowering spaces for professional networks. Innovation in Language Learning and Teaching, 6(3), 287-308.
Motteram, G. (2016). Membership, belonging, and identity in the twenty-first century. ELT Journal, 70(2), 150-159. https://doi.org/10.1093/elt/ccw001
Paran, A. (2016). Language teacher associations: Key themes and future directions. ELT Journal, 70(2), 127-136. https://doi.org/10.1093/elt/ccw012
Smith R. & Kuchah, K. (2016). Researching teacher associations. ELT Journal, 70(2), 212-221. https://doi.org/10.1093/elt/ccv077
Abigail Ekangouo Awanga is an English and French as foreign language teacher and has been teaching in a state secondary school in Cameroon, for 16 years. She is currently the Vice President of CAMELTA in charge of International Outreach and the founder or ELT Women Cameroon Special interest group. She also does ELT consultancy.
Linh Phung is the Director of the English Language Program at Chatham University and Founder of Eduling. She has published in a variety of journals and publications in English language teaching. Her recent publications include Tug of Words (a picture book), IELTS Speaking Part 2, and Eduling Speak (a language learning app). | 
