Pedagogical well-being of NETs (Native English Teachers) teaching ESL (English as a Second Language) at rural public elementary schools in South Korea

There is a divide in English Language (EL) education in South Korea where the rich can afford additional English educational resources for their children compared to the poor. Native English Teachers (NETs) are hired to provide an authentic EL experience, with a focus on enhancing communication in public schools. The need for NETs is far greater at rural public elementary schools, as the students have limited resources and exposure towards English. Currently, there is a gap in English education in South Korea and a gap in the research about the pedagogical well-being of NETs, although it provides crucial knowledge in understanding the language teaching quality of NETs. Emotion, identity and emotional labour have been identified as factors affecting teacher well-being. These factors will be investigated to understand how it shapes and effects the pedagogical well-being of NETs at rural public elementary schools. To understand the effect of these components, seven NETs working at rural public elementary schools were recruited through an advertisement placed on social media and through word-of mouth. Semi-structured interviews were conducted telephonically with each NET, and the data was thematically analysed using the NVivo software tool to uncover themes. The themes uncovered that when the self-perceived identity of NETs are challenged, emotions of frustration and annoyance negatively affect NET interactions with students and work colleagues. When NETs suppress emotions of frustration and alienation through masking their emotions, it has the potential to trigger stress and burnout; negatively affecting interactions with students, colleagues, and the development of instructional tools.