Demotivating factors and coping strategies among Filipino EFL teachers in Thailand

Christopher Molingit Balintag, Punyapa Saengsri


Teaching demotivation may negatively affect teachers’ performance in English language teaching. This present study investigated the demotivating factors and coping strategies of seven Filipino EFL teachers in Thailand. Using a qualitative design, a semi-structured interview was used to elicit the views of teachers. Findings have shown five demotivating factors: administration-demotivational factor, colleague-demotivational factor, student-demotivational factor, self-demotivational factor, and parent-demotivational factor. Moreover, two demotivating strategies, specifically, self-regulation strategy and pedagogical strategy. Implications were discussed to help foreign EFL teachers in Thailand become aware of teaching challenges in Thailand.


demotivation; EFL teachers; teacher demotivation; demotivational factors; coping strategies


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