아동 대상 파견 영어교사의 교수 동기와 탈동기 연구: 코로나-19 이후를 중심으로

Abstract

This paper investigates itinerant English teachers’ initial teaching motivation and demotivation factors for preschool children after the COVID-19 pandemic. A total of 150 English teachers responded to a questionnaire survey with a 5-point Likert scale, which had 15 items for teaching motivation and 10 for demotivation with background information. Five factors emerged regarding teaching motivation: ideal L2 self, ideal L2 teacher self, intrinsic reward, necessity of career choice, and financial reward. Among them, the ideal L2 teacher self was identified as the most influential factor in teaching motivation. In terms of demotivation factors, learners’ lethargic attitudes and negative relationships with fellow teachers proved to be the dominant demotivation factors. Among teachers’ motivating factors, financial rewards were regarded crucial as the teachers’ age increases. Given the scarcity of teacher responses whose age ranges from 20 and 30, the COVID-19 pandemic seems to have negatively affected the employment of young itinerant English teachers. This study implies that it is necessary to provide itinerant English teachers with a systematic teacher training program to build a comprehensive knowledge of early childhood education in English.