Beyond Burnout: Contextualizing EFL Teacher Demotivation and Resilience

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Naing, M. D. W., & Kim, T.-Y. (2025). Beyond burnout: Contextualizing EFL teacher demotivation and resilience in Korea, Myanmar, and Uzbekistan, The Journal of Asia TEFL, 22(4), 663-680. 

This qualitative study explores the demotivating experiences of English as a Foreign Language (EFL) teachers in Korea, Myanmar, and Uzbekistan. The purpose of this study was to examine how these demotivating experiences vary across contexts and how teachers respond to them. The research was guided by three questions focusing on the nature of demotivators, coping responses, and factors supporting teacher motivation. Drawing on interviews with 15 female teachers and employing grounded theory analysis (Strauss & Corbin, 1998), the study identifies three core themes: (1) systemic and institutional demotivators, including heavy workloads, inadequate salaries, and credential-related pressures; (2) sociocultural and interpersonal stressors, such as student misbehavior, parental demands, and exam-oriented instruction, and (3) professional resilience and coping strategies, including emotional regulation, supportive networks, and intrinsic motivation. Demotivation appeared more frequently in Myanmar and Uzbekistan, where experienced teachers were more likely to demonstrate adaptive coping mechanisms. Overall, the findings underscore that EFL teacher demotivation results from a complex interplay of systemic, cultural, and individual-level factors. Rather than responding passively, teachers actively navigate and negotiate these challenges. This study advocates for a more nuanced understanding of teacher motivation and calls for comprehensive institutional reforms, empowering leadership, and contextually responsive resilience initiatives to enhance teacher well-being across diverse educational contexts. 

1.Research Article 22_4_03 Mya Darli Win Naing & Tae-Young Kim.pdf

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