Understanding the professional identity of overseas Korean schoolteachers: The case of Korean transnational educators in one school in Southeast Asia

Abstract

The professional identity of overseas Korean educators has hitherto not been studied. This article examines the professional identity of Korean teachers working in a Korean school in Southeast Asia. Through a qualitative case study exploring the teachers’ experiences, challenges faced, and perceptions of their roles as cultural ambassadors, the study demonstrates how teaching in an overseas Korean school enhances the teachers’ sense of responsibility, commitment, and professional development. Data is analyzed through the lens of ecological systems theory. Findings indicate that personal factors, including teacher agency and flexible attitudes, along with external support are crucial for teachers’ meaningful overseas teaching and sense of professional fulfillment.