부산대학교 도서관

The purpose of this paper is to analyze teacher’s demotivation as a policy implementer based on their recognition of education policy in South Korea. Teachers’ recognition and their subsequent adoption of English education policies can function as an important guideline for facilitating changes in classroom instruction on a daily basis. This paper summarized the flow of educational policy changes initiated and implemented in each regime from the 1990s to 2017. A series of in-depth interviews with 11 in-service teachers in middle and high schools across Seoul and Gyeonggi Province were conducted regarding major English education policies and their influence on the participating teachers’ demotivation in teaching. The interview data were analyzed based on Grounded Theory approach. The findings indicated that teacher demotivation has complicated relations with the work environments such as the relationship with fellow teachers and the self-perception of teaching profession. In addition, teachers were found to be demotivated by their sense of alienation in policy making and administration and gradually formulated indifferent and/or negative attitudes toward government-initiated English education policies. The above findings imply that an accurate understanding and recognition of education policy reflecting in-service English teachers’ voices and work experiences is the key element for achieving its intended educational reform.