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Emotional Dimensions of Korean Language Teachers: A Theoretical and Empirical Exploration

  • CELLMED
  • Abbr : CellMed
  • 2025, 15(10), pp.28~32
  • DOI : 10.5667/CellMed.2025.013
  • Publisher : Cellmed Orthocellular Medicine and Pharmaceutical Association
  • Research Area : Medicine and Pharmacy > General Medicine
  • Received : May 12, 2025
  • Accepted : August 29, 2025
  • Published : August 29, 2025

Bong-woon Song 1

1경희대학교

Accredited

ABSTRACT

Objective: This study investigates the emotional dimensions of Korean language teachers by integrating theoretical frameworks and empirical data. Method: Responses were analyzed using qualitative content coding and frequency analysis to identify core emotional themes. A qualitative synthesis of prior literature was combined with a descriptive analysis based on open-ended emotional self-reports from 78 Korean language teachers. Key variables examined include native speaker status, years of teaching experience, and educational background. Result: The findings reveal that emotional labor, burnout, and fatigue are common among Korean language teachers, especially among early-career and native instructors. Conversely, many teachers—particularly non-native and experienced educators—reported motivation, hope, and emotional growth. These patterns highlight the dual nature of vulnerability and resilience in the teaching profession. Conclusion: The study underscores the importance of addressing teacher emotional burden through emotion-sensitive training programs and institutional support. Findings offer insights for future policies and professional development initiatives aimed at enhancing the sustainability of Korean language education.

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