Narratives of fixed-term English teachers’ teaching experiences

This study explores the experiences and identity construction of Korean secondary school English teachers working under fixed-term contracts. Despite their increasing numbers, little attention has been paid to their professional positioning within schools. Usingn narrative inquiry and drawing on communities of practice and legitimate peripheral participation (Lave & Wenger, 1991; Wenger, 1999), the study analyzes interviews with five teachers. Two themes-enduring and wanting to escape-emerged, highlighting emotional and physical strain caused by excessive workloads, repeated short-term hiring, and limited voice in school decisions. Participants felt replaceable and excluded, leading them to question their investment in becoming full members. Although they entered the profession with hopes of growth, structural and relational barriers hindered their full participation. The study calls for recognizing fixed-term teachers as legitimate members of school communities and recommends changes in employment practices and professional development support.