초록 열기/닫기 버튼
This study aims to explore how the motivation of four elementary English teachers changed over time by identifying motivational and demotivational factors. It also examines how the teachers were and/or could be remotivated. The data included a background survey, four interviews, and teacher journals. The data were analyzed qualitatively based on grounded theory. The major findings are as follows: First, the most crucial motivational factor was teachers’ inherent internal motivation, followed by students’ positive reactions to their instruction, and teacher education programs. Second, demotivational factors included students’ negative attitudes, teachers’ insufficient English proficiency, and routinized lessons. Administrative demotivational factors were restrictions and limited opportunities for promotion for English subject teachers. Third, two teachers were remotivated through their self-reflections and communications with peers about teaching as well as professional development opportunities. It was determined that the other two teachers would likely regain their teacher motivation if they developed their instructional competence through appropriate teacher education programs. Lastly, distinct factors influencing teacher motivation in Korean elementary school contexts were identified, including problems establishing a close rapport with students, difficulties managing native teachers and English conversation instructors, and lack of sense of belonging. Important implications regarding elementary English teachers’ motivation are discussed.
키워드열기/닫기 버튼
elementary English teacher, teacher motivation, motivational changes, demotivation, remotivation
