A Qualitative Study on the Educational Experience of Public Elementary Alternative School Teachers

Objectives This study analyzed the motivation and educational experience of public elementary alternative school teachers to choose a school and presented implications for general schools. Methods To this end, a qualitative study was conducted on seven teachers of public elementary alternative schools, and the actual state of educational experience, perception, satisfaction, and efficacy of alternative school teachers was examined. Results It was found that teachers had difficulty in not receiving help from administrative work, peer teachers' attention, and class work in general public elementary schools. It was found that public elementary alternative schools were selected for meaningful educational activities and an environment where they could learn from their colleagues.Teachers who chose public elementary alternative schools experienced cooperation between education and administration, and convergence of grades and curriculum, and showed a desire to think and grow for better education. Conclusions Through the motivation and experience of public elementary alternative school teachers for school selection, school culture that recognizes fellowship and diversity based on mutual trust, reduction of administrative work, and integrated education of subjects and grades are necessary. If future research tasks are presented, it is necessary to compare the school selection motivation and educational experience of teachers in alternative education-specialized schools and to investigate the school selection motivation and educational experience of parents and students in public elementary schools.