The present study has investigated teaching motivation and demotivation factors on itinerant English teachers for pre-school children. A total of 119 itinerant English teachers were asked to answer a questionnaire with a 5-point Likert scale, which had 32 items for teaching motivation and 14 items for demotivation. They also responded to 8 items asking about personal background information, which were used to examine the direct influence on teachers’ (de)motivation. Factor analyses were conducted to explore (de)motivation factors. As a result, five factors emerged regarding teaching motivation: altruistic motivation, intrinsic motivation, interpersonal motivation, monetary reward, and self-improvement motivation. Four teaching demotivation factors were also identified through factor analysis: burnout, lack of self-confidence, insufficient external support, and lack of autonomy. The result of t-test and one-way ANOVA indicated that teachers’ age, marital status, and teaching experiences have influenced teaching motivation, whereas their undergraduate major and age contributed to the level of teaching demotivation. This study implies that it is necessary to provide them with systematic pre- and in-service teacher training programs in order to develop the comprehensive knowledge of early childhood education as well as to improve their overall English proficiency.

I. 서론
 II. 이론적 배경 및 선행연구
  1. 유아 영어교육과 유아 영어 방문교사
  2. 영어교사의 교수 동기와 탈동기
 III. 연구방법
  1. 연구 참여자
  2. 연구 도구
  3. 분석 방법
 IV. 결과
  1. 유아 영어 방문교사의 교수 동기 요인
  2. 유아 영어 방문교사의 탈동기 요인
  3. 유아 영어 방문교사의 동기에 영향을 미치는 요소
  4. 유아 영어 방문교사의 탈동기에 영향을 미치는 요소
 V. 논의
  1. 유아 영어 방문교사의 교수 동기
  2. 유아 영어 방문교사의 탈동기
  3. 유아 영어 방문교사의 동기와 탈동기에 영향을 미치는 요소
 VI. 결론
 참고문헌
 부록

• 김태영(중앙대학교) | Kim Tae-Young 교신저자
• 안정주(중앙대학교) | Ahn Joung Joo 제2저자