An Analysis of Korean Language Teachers’ Teaching Anxiety Using the KLAST: The Effects of Gender and Native-Speaker Status
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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.
Abstract
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.