Psychology of English Language Teachers: Teaching English in Taiwan- Navigating Curricular Reform, Examination Washback, and Teacher Well-Being

藉由108課綱、雙語/全英語轉型、國際交流以及專任輔導員職責等多重視角，及面對教科書教學與會考準備的現實拉扯下，我試著記錄自己在體制裡找到的平衡：從帶孩子在台日視訊連線中用音樂與動漫搭起跨國友誼、在原創讀者劇場的故事裏裡刻劃台灣的國際處境與韌性，到晨光七點半空教室裡的那杯手沖咖啡、跨上重機騎進山區的思緒沉澱，在 NativeCamp 累積超過三千堂課、以及重回學生視角的對話練習。這是一份即將翻譯成日文的跨國分享，更是一段寫給在教育現場持續尋找動力來源與專業熱情的同行們的真誠記錄。

感謝台中教育大學英文系洪教授的引薦與信任，讓我有機會受日本筑波大學教授邀請，為他們即將由出版的「語言教師心理學（Psychology of English Language Teachers）」學術專書第六章執筆台灣篇，聊聊台灣第一線國中英語教師的真實心境與日常。 

Li Guo-jhen 李國禎
Kuang Ming Junior High School & Taichung Junior High School English Advisory Team

1. Teaching and Teacher Education in Taiwan

In Taiwan, secondary school teaching has historically been regarded as a prestigious and stable career path, drawing dedicated university graduates through competitive teacher education programs, pedagogical practicums, and national certification examinations. However, the profession is navigating a period of profound evolution, shaped by sharp demographic shifts and nationwide curriculum reforms.

1.1 Current interest in the teaching profession in Taiwan

The teaching profession in Taiwan has historically enjoyed high societal prestige, rooted in a cultural tradition that deeply respects educators. For decades, secondary school teaching offered exceptional job security, respectable compensation, and a stable public pension system, making it one of the most competitive career pathways for university graduates. However, the profession is experiencing significant structural shifts driven by a dramatic demographic decline and broader socio-economic changes. As school-age populations shrink across the island, local education authorities have drastically curtailed permanent teaching posts, leading to fierce competition in annual teacher recruitment examinations. Consequently, an increasing proportion of early-career educators navigate years of temporary contracts as long-term substitute teachers, creating professional uncertainty that tempers traditional interest in the field.

Simultaneously, the pedagogical landscape is undergoing profound transformations mandated by top-down Ministry of Education initiatives. The implementation of the 108 Curriculum Guidelines emphasizes core competencies, self-directed learning, and interdisciplinary literacy, urging teachers to move away from traditional grammar-translation methods. This is further compounded by the ambitious Bilingual 2030 Initiative, which encourages Teaching English Through English (TETE) and Content and Language Integrated Learning (CLIL) across various subject areas. While these policy mandates aim to elevate global competitiveness, they simultaneously heighten professional expectations, requiring language teachers to constantly expand their instructional repertoires under close public and institutional scrutiny.

1.2 Working conditions of teachers in Taiwan

Secondary English teachers in Taiwan maintain demanding daily schedules that extend far beyond classroom instructional hours. A typical full-time teacher handles 16 to 20 teaching periods per week, alongside substantial administrative duties, lesson preparation, and assessment grading. Crucially, a significant portion of secondary educators serve as homeroom teachers (daoshi), a role equivalent to the Japanese tannin. The daoshi carries primary pastoral responsibility for a cohort of thirty or so students, managing morning study sessions, daily lunch and cleaning routines, attendance tracking, character education, and continuous parent communication.

This dual demand—delivering rigorous subject-matter instruction while providing comprehensive pastoral care—exerts considerable psychological pressure on teachers. Balancing daily student discipline, mental health support, and administrative paperwork leaves limited time during school hours for collaborative lesson planning or reflective practice. Furthermore, the rapid pace of educational policy shifts can lead to reform fatigue, as educators strive to fulfill new institutional requirements without a corresponding reduction in routine administrative workloads.

1.3 Expected roles and responsibilities of teachers in Taiwan

Taiwanese secondary teachers are expected to serve as competent instructional leaders who translate national curriculum guidelines into effective classroom learning. Within this reform-oriented framework, teachers are urged to design student-centered, task-based lessons that cultivate critical thinking and real-world communication. At the same time, teachers face intense institutional accountability anchored in the Comprehensive Assessment Program (CAP) for Junior High School Students, the high-stakes national examination that determines senior high school placement.

This institutional reality creates an enduring tension between communicative pedagogical ideals and test-oriented expectations. In my role as a regional advisory teacher supporting local junior high educators, a key aspect of my duty is assisting colleagues in managing this examination washback. Conducting diagnostic analyses of CAP item distractors—specifically through targeted 'push A, reduce C' (增A減C) diagnostic workshops—is an institutional necessity designed to help teachers support struggling learners within the realities of a test-heavy system. Acknowledging this accountability framework is crucial: data-driven item analysis is not a communicative teaching method in itself, but rather a vital support mechanism that allows teachers to fulfill systemic testing mandates while preserving space for meaningful language learning.

2. Language Teacher and Teacher Educator

My journey as an English educator spans twenty-two years at Kuang Ming Junior High School in Taichung City. My academic foundation combines a double major in English Literature and Psychology with a Master’s Degree in Education, and I am currently pursuing doctoral research in the Ph.D. Program in Taiwan and Transcultural Studies at National Chung Hsing University (NCHU). Throughout my career, I have sought to bridge academic theory and secondary classroom practice, grounded in the conviction that language acquisition flourishes when instruction connects authentically with students' lives.

Alongside my classroom teaching, I have served for over twelve years as Lead Advisory Coordinator for the Taichung Junior High School English Advisory Team (EAT). In this role, I lead professional development initiatives across the city, organizing school-level English domain teaching meetings and regional workshops. Rather than disseminating abstract theories, my advisory work focuses on providing classroom-tested, plug-and-play instructional frameworks that help fellow teachers implement competency-based principles without increasing their burnout.

In my own classroom, two signature initiatives illustrate how policy mandates can be translated into engaging practice. The first is Readers' Theater (RT), utilizing the Story Circle narrative structure. In Taichung City, the official Readers' Theater competition involves selected student representatives from each school, providing a high-profile stage to showcase vocal drama, expressive pronunciation, and my own scriptwriting. Our school teams have earned two city championships through this platform. The first championship victory was a deeply personal milestone, as I had the privilege of coaching my own daughter in her leading role, demonstrating how dramatic storytelling builds communicative confidence. Our second city championship was achieved with an original script I authored, titled Tiny but Mighty, which brought Taiwan's pandemic resilience and international diplomatic reality to the stage. Distinguishing these two distinct championship cohorts highlights how scriptwriting and vocal performance can empower diverse student groups to excel on a competitive stage.

The second initiative centers on international education and intercultural exchanges. As part of Taiwan's International Education 2.0 (IE 2.0) framework, I led our school's successful British Council International School Award (ISA) reaccreditation and established virtual exchange programs with partner schools abroad, including Azuchi Junior High School in Shiga Prefecture, Japan. Through asynchronous video exchanges and shared cultural projects, my students used English as a genuine lingua franca to share local traditions, manga, and daily school life with Japanese peers, transforming language learning from a textbook exercise into a living bridge between cultures.

3. Taiwanese Teachers’ Approaches to Self-Care and Well-Being

Teaching secondary English in Taiwan is a socially and emotionally intensive profession. As educators navigate heavy administrative burdens, classroom management, and high-stakes examination washback, developing intentional recovery practices and psychological boundaries is essential for maintaining emotional balance and long-term career fulfillment.

3.1 Common approaches

Recognizing the substantial emotional and physical demands of secondary teaching, Taiwanese educators rely on various collective and individual strategies to maintain psychological well-being. Culturally, nature-based activities such as weekend mountain hiking, forest walking, and exploring local tea and coffee houses are widely favored ways to disconnect from daily work stress. Additionally, informal teacher professional learning communities (PLCs) and peer support networks offer vital spaces where colleagues can share classroom challenges, vent administrative frustrations, and offer mutual encouragement.

3.2 My personal approaches

Maintaining professional enthusiasm across a long career requires intentional daily rituals that replenish emotional bandwidth. My morning begins with a focused pour-over coffee ritual—a quiet half hour in the kitchen before the school day starts. Carefully measuring coffee beans, controlling the water temperature, and watching the bloom creates a mindful sanctuary of calm. This sensory ritual centers my mind, preparing me to enter the bustling school environment with patience and presence.

Physical activity forms a second pillar of my self-care routine. Regular treadmill running and solo motorcycle (Suzuki SV650) rides through the scenic hills of Taichung provide an essential physical release from the sedentary strains of administrative work. Furthermore, my commitment to personal language growth has become a major source of psychological rejuvenation. To continuously sharpen my own spoken fluency, I have completed over 3,000 one-on-one online English sessions on NativeCamp, a platform providing unlimited classes with teachers of many nationalities. Beyond language practice, these daily conversations with international tutors serve as an engaging personal sanctuary after demanding school days, allowing me to experience the perspective of a language learner firsthand and maintaining my passion for authentic communication.

Finally, grounding myself in family life and seeking moments of professional 'flow' during lesson design allow me to maintain a healthy balance. By nurturing these personal anchors, I return to my students and teacher-training workshops with renewed energy and authentic empathy.

4. Summary

Teaching secondary English in Taiwan involves navigating a complex ecosystem shaped by curriculum reforms, examination washback, and evolving societal expectations. Through my dual experience as a classroom teacher and teacher educator, I have learned that innovative teaching methods and test accountability are not mutually exclusive. When grounding instruction in authentic student needs and supporting teachers with practical tools, communicative learning can flourish alongside examination preparation.

Looking ahead, the strategic integration of Generative AI tools (such as ChatGPT and Gemini) presents promising possibilities for teacher well-being. By utilizing AI as an efficient administrative assistant to scaffold reading materials and draft lesson outlines, educators can significantly reduce routine preparation time. This saved energy can then be redirected toward what matters most: meaningful, face-to-face human interactions with students in the classroom.

It is a profound honor to contribute my reflections to this international volume edited by Prof. Shigeru Sasajima and Dr. Saki Suemori. As a doctoral researcher at NCHU, I look forward to future academic exchanges and research collaborations with Tsukuba University and Japanese colleagues, continuing our shared journey in fostering language teacher resilience and pedagogical excellence across borders.