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.