Abstract
This study aims to identify the identity of Korean language teachers in Korea by categorizing the factors of teacher identity into motivation for continuing as a Korean language teacher, role recognition, teacher efficacy, professional growth of Korean language teachers. The study also examines differences in teacher identity based on individual variables. A survey showed that they had the same recognition of their role regardless of individual variables, and they exhibited a high level of teacher efficacy, interest, passion, and willingness to develop professionalism. However, satisfaction with their career choice and intention to continue teaching as a profession were relatively low, and satisfaction with salary and willingness to recommend the profession were even lower.
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