@article{ART003266407},
author={Bu-Kyu Chae},
title={An Analysis of Korean Language Teachers’ Teaching Anxiety Using the KLAST: The Effects of Gender and Native-Speaker Status},
journal={CELLMED},
issn={3022-6805},
year={2025},
volume={15},
number={14},
pages={e16},
doi={10.5667/CellMed.2025.016}
TY - JOUR
AU - Bu-Kyu Chae
TI - An Analysis of Korean Language Teachers’ Teaching Anxiety Using the KLAST: The Effects of Gender and Native-Speaker Status
JO - CELLMED
PY - 2025
VL - 15
IS - 14
PB - Cellmed Orthocellular Medicine and Pharmaceutical Association
SP - e16
EP -
SN - 3022-6805
AB - Objective: This study aimed to analyze teaching anxiety among Korean language teachers according to gender and native-speaker status, and to explore the characteristics of these anxiety experiences.
Materials and Methods: A secondary analysis was conducted using factor analysis data from Chae & Cho (2025). One hundred in-service Korean language teachers participated, and teaching anxiety was measured using the Korean Anxiety Scale for Teachers (KLAST). Normality tests, independent samples t-tests, Welch t-tests, and Mann–Whitney U tests were conducted to compare anxiety levels by gender and native-speaker status.
Results: Male teachers reported higher anxiety than female teachers regarding difficulties assessing student comprehension and meeting learner expectations. Non-native speaking teachers reported higher anxiety than native speakers concerning decreased student engagement, potential impacts of pronunciation or grammatical errors on lessons, and challenges managing classes due to weak student-teacher relationships. These results indicate that teacher anxiety is influenced by both individual and structural or situational factors.
Conclusion: This study provides evidence that teaching anxiety among Korean language teachers varies by gender and native-speaker status. The findings highlight the need for tailored professional development and emotional support programs to enhance teacher well-being and educational practice.
KW - Korean language teacher;Teaching Anxiety;Gender difference;Native-speaker status;KLAST
DO - 10.5667/CellMed.2025.016
ER -
Bu-Kyu Chae. (2025). An Analysis of Korean Language Teachers’ Teaching Anxiety Using the KLAST: The Effects of Gender and Native-Speaker Status. CELLMED, 15(14), e16.
Bu-Kyu Chae. 2025, "An Analysis of Korean Language Teachers’ Teaching Anxiety Using the KLAST: The Effects of Gender and Native-Speaker Status", CELLMED, vol.15, no.14 e16. Available from: doi:10.5667/CellMed.2025.016
Bu-Kyu Chae "An Analysis of Korean Language Teachers’ Teaching Anxiety Using the KLAST: The Effects of Gender and Native-Speaker Status" CELLMED 15.14 e16 (2025) : e16.
Bu-Kyu Chae. An Analysis of Korean Language Teachers’ Teaching Anxiety Using the KLAST: The Effects of Gender and Native-Speaker Status. 2025; 15(14), e16. Available from: doi:10.5667/CellMed.2025.016
Bu-Kyu Chae. "An Analysis of Korean Language Teachers’ Teaching Anxiety Using the KLAST: The Effects of Gender and Native-Speaker Status" CELLMED 15, no.14 (2025) : e16.doi: 10.5667/CellMed.2025.016
Bu-Kyu Chae. An Analysis of Korean Language Teachers’ Teaching Anxiety Using the KLAST: The Effects of Gender and Native-Speaker Status. CELLMED, 15(14), e16. doi: 10.5667/CellMed.2025.016
Bu-Kyu Chae. An Analysis of Korean Language Teachers’ Teaching Anxiety Using the KLAST: The Effects of Gender and Native-Speaker Status. CELLMED. 2025; 15(14) e16. doi: 10.5667/CellMed.2025.016
Bu-Kyu Chae. An Analysis of Korean Language Teachers’ Teaching Anxiety Using the KLAST: The Effects of Gender and Native-Speaker Status. 2025; 15(14), e16. Available from: doi:10.5667/CellMed.2025.016
Bu-Kyu Chae. "An Analysis of Korean Language Teachers’ Teaching Anxiety Using the KLAST: The Effects of Gender and Native-Speaker Status" CELLMED 15, no.14 (2025) : e16.doi: 10.5667/CellMed.2025.016
