Novice English Teachers’ Initial Career Motives and Demotivation in South Korea

This study explores the initial career motives and demotivation of novice English teachers in Korea. A questionnaire survey was conducted with 63 novice English teachers to determine the factors influencing their initial career motives and demotivation. The results indicated that six factors influenced teacher motivation: ideal L2 self, ideal L2 teacher self, job security, fear of having other careers, ought-to L2 self, and altruism. Among them, ideal L2 self and ideal L2 teacher self were found to be the most influential motivation for novice teachers to become English teachers. In terms of demotivation, the imposition of too many administrative tasks on teachers, in addition to the activity of teaching English, and students disinterested and indifferent attitudes in English classes were the most detrimental and demotivating factors for teachers. The results also suggested that novice English teachers motivation was significantly different depending on their gender and school type. The results imply that it is important that educational authorities devote careful attention to pre-service teachers and provide opportunities for them to reflect upon their initial career motives as well as ensure equal rights for the teachers.