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ERIC Number: EJ1180544
Record Type: Journal
Publication Date: 2014-Jun
Pages: 12
Abstractor: As Provided
ISSN: ISSN-0119-5646
Differences in Demotivation between Chinese and Korean English Teachers: A Mixed-Methods Study
Kim, Tae-Young; Kim, Yoon-Kyoung; Zhang, Qian-Mei
Asia-Pacific Education Researcher, v23 n2 p299-310 Jun 2014
This mixed-methods study investigates the differences in demotivation between Chinese and Korean English teachers. A questionnaire on demotivation was conducted on 58 Chinese and 94 Korean in-service teachers to find out the dominant factors in teacher demotivation. Follow-up interviews with teachers were conducted to explore the reasons as to why teachers found the salient factors to be demotivating. The results indicated that the number of students per English classroom was the detrimental factor for both Chinese and Korean teachers. Moreover, the only factor that Chinese teachers perceived to be more demotivating than Korean teachers was the excessive interference or expectations of school parents. For Korean teachers, large amounts of administrative tasks and students' lack of interest in English were found to be the most detrimental factors. From the findings of this study, practical implications as well as research suggestions are provided.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China; South Korea
Grant or Contract Numbers: N/A