Recently, the importance of an everyday context in physics learning, teaching, and problem-solving has been emphasized. However, do students or physics educators really want to learn or teach physics problem-solving in an everyday context? Are there not any obstructive factors to be considered in solving the everyday context physics problems? To obtain the answer to these questions, 93 high school students, 36 physics teachers, and nine university physics educators participated in this study. Using two types of physics problems--everyday contextual problems (E-problems) and decontextualized problems (D-problems)--it was found that even though there was no difference in the actual performance between E-problems and D-problems, subjects predicted that E-problems were more difficult to solve. Subjects preferred E-problems on a school physics test because they thought E-problems were better problems. Based on the observations of students' problem-solving processes and interviews with them, six factors were identified that could impede the successful solution of E-problems. We also found that many physics teachers agreed that students should be able to cope with those factors; however, teachers' perceptions regarding the need for teaching those factors were low. Therefore, we suggested teacher reform through in-service training courses to enhance skills for teaching problem-solving in an everyday context.