Dynamics of South Korean EFL Teachers’ Initial Career Motives and Demotivation

Abstract

This study investigated Korean English as a foreign language (EFL) teachers’ initial occupational motivation and demotivation and compared differences of the initial motivation and demotivating factors of teachers with different levels of teaching experience. In order to prevent teacher demotivation, it would be useful for us to understand the specific motivational characteristics of those who began in the teaching profession at different times. The data were collected via a set of questionnaires, with items divided into two sections: (1) initial career choice motives (20 items) and (2) demotivating factors (nine items), as well as an open-ended question in each section. A factor analysis of initial career motives was conducted, revealing five constructs: passion for teaching, utilitarian purpose, idealistic altruism, financial rewards, and parental influence. Among them, passion for teaching had the biggest influence on career choice, with no change according to teaching experience. The demotivating factors identified by the analysis included an excessive number of administrative tasks, students’ negative attitudes, and a lack of teaching autonomy. The burden of administrative tasks unrelated to teaching was reported as the strongest source of demotivation for teachers. Those with 4–6 years of teaching experience experienced more demotivation due to a lack of recognition. This study emphasizes the importance of dealing with the affective aspects of the teaching occupation in EFL teacher education. Providing opportunities for teachers to reflect on their initial career motives and current situations may offer them a chance to regain motivation. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.