Abstract
This study examined challenges Korean language teachers face in classroom teaching contexts, based on typologies derived from a cluster analysis. A total of 181 teachers teaching adult immigrants were surveyed on their challenges using a 24-item survey across the following five dimensions: (1) teaching contents and teaching methods, (2) curriculum design and resource development, (3) language ability assessment, (4) learner counseling, and (5) cultural education. The cluster analysis suggested a three-cluster pattern based on the degree of challenge. Results indicate that the clusters differed significantly in the degree and order of perceived challenges. In addition, when socio-demographic data were considered, results revealed contrasts in the motivation for pursuing professional development, teaching experiences, teaching region, and professional development experience. This study thus provides insight into the multifaceted challenges Korean language teachers face and holds important implications for future professional development.
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