This study explored teaching motivation and demotivation among public school English teachers and private English instructors in GenAI-supported English education. Semistructured interviews with 13 public secondary school English teachers and 10 private English instructors in South Korea were analyzed using reflexive thematic analysis. Participants integrated GenAI into lesson preparation, individualized instruction, and feedback. GenAI functioned as both a source of motivation and demotivation by enhancing instructional effectiveness while creating technological constraints, verification demands, and professional expectations. Motivational and professional experiences showed substantial overlap across educational contexts, while differing in relative emphasis according to institutional conditions. More importantly, the findings show that GenAI reconfigured teachers’ professional expertise in context-specific ways: learning-process monitoring, individualized support, and the coordination of GenAImediated learning were more salient in some public school teachers’ accounts, while private English instructors more explicitly articulated a shift from production-oriented toward judgment-oriented work through evaluating, adapting, and pedagogically integrating AI-generated resources.

1. INTRODUCTION
2. LITERATURE REVIEW
    2.1. Teaching Motivation and Demotivation as Contextual Experiences
    2.2. Teachers’ Experiences Across Public and Private EducationalContexts
    2.3. Teachers’ Motivational Experiences in GenAI-supported EnglishEducation
3. METHODOLOGY
    3.1. Research Design
    3.2. Participants
    3.3. Data Collection and Interview Protocol
    3.4. Data Analysis
    3.5. Trustworthiness
4. RESULTS
    4.1. GenAI-supported English Teaching Activities
    4.2. Teaching Motivation and Demotivation Associated with GenAI Use
    4.3. Contextual Differences in Teachers’ Motivational Experiences AcrossEducational Settings
5. DISCUSSION
    5.1. GenAI, Teaching Motivation, and Self-Determination Theory
    5.2. Changing Teacher Roles in GenAI-supported English Education
    5.3. Professional Expertise and the Reconfiguration of Teaching Work
6. SUMMARY AND IMPLICATIONS
REFERENCES

• Somi Hong(Graduate Student, Department of English Education, Chung-Ang University)
• Tae-Young Kim(Professor, Department of English Education, Chung-Ang University; 84 Heukseok-ro, Dongjak-gu, Seoul 06974, Korea) Corresponding author