Differences in Demotivation between Chinese and Korean English Teachers: A Mixed-Methods Study

Autor/inn/en	Kim, Tae-Young; Kim, Yoon-Kyoung; Zhang, Qian-Mei
Titel	Differences in Demotivation between Chinese and Korean English Teachers: A Mixed-Methods Study
Quelle	In: Asia-Pacific Education Researcher, 23 (2014) 2, S.299-310 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-013-0105-x
Schlagwörter	Foreign Countries; Mixed Methods Research; Teacher Motivation; Language Teachers; English (Second Language); Questionnaires; Teacher Attitudes; Interviews; Cross Cultural Studies; Class Size; Parent School Relationship; Parent Participation; Parent Attitudes; Cultural Differences; Teacher Role; China; South Korea + Suchen Sie Ihr Suchwort? Ausland; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fragebogen; Lehrerverhalten; Interviewing; Interviewtechnik; Cultural comparison; Kulturvergleich; Klassengröße; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Elternmitwirkung; Elternverhalten; Kultureller Unterschied; Lehrerrolle; Korea; Republik
Abstract	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. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01