To mark the 44th Teachers’ Day in 2025, the education reform group Saecham Gyoyuk (literally, “True Education Forum for a New Path,” hereafter referred to as Saecham) conducted a survey of 303 teachers in the North Jeolla Province (Jeonbuk) and released the results on May 14 at a press conference held at the Jeonbuk Provincial Office of Education. The survey aimed to capture the realities of the classroom and amplify teachers’ voices on the ground.

Among the respondents, 55.8% said they had considered resigning or leaving the profession within the past three years. The most cited reasons were difficulties with student guidance (49.1%) and excessive administrative workload (35.5%). Teachers reported that they could only prepare lessons after hours and that classroom environments were increasingly chaotic, with students sleeping, completing cram school homework, or even engaging in inappropriate and disruptive behavior during lessons. Saecham emphasized that teachers’ personal sacrifices alone can no longer sustain the classroom and called for systemic improvements to ensure viable teaching and learning conditions.

The assessment of Superintendent Seo Geo-seok’s leadership was overwhelmingly negative. Only 3.6% of teachers expressed satisfaction with his tenure, while 77.9% responded with dissatisfaction or strong dissatisfaction. The most common criticisms were his unilateral policymaking without teacher input (80.1%), the increase in teachers’ administrative burdens (51.3%), and the decline in institutional integrity due to the superintendent’s legal risks (31.4%). Dissatisfaction was particularly high among elementary school teachers, with 75.2% expressing disapproval of the province’s comprehensive assessment policy. Similarly, discontent was strong regarding future education policies and teacher transfer regulations, with 54.4% and 57.1% of respondents expressing dissatisfaction, respectively.

Survey results showed that nearly all key initiatives under the current provincial administration received low marks from teachers. Approval ratings for core programs—such as future education, integrity of the education office, research school expansion, competitive project funding, and teacher transfer systems—hovered around 10%, while disapproval exceeded 50% in most categories. These results reflect a widespread perception among educators that policies are being driven by performance metrics rather than educational efficacy, with little regard for teacher perspectives.

When asked what policy changes should be prioritized, respondents highlighted the establishment of institutional mechanisms to reflect teacher input (58.4%), stronger legal protections for educational activities (49.5%), and increased teacher staffing (38.6%). Regarding welfare and working conditions, an overwhelming majority (89.0%) supported abolishing teacher performance evaluations and converting bonuses into fixed compensation. Demands for sabbatical and paid retirement leave also drew strong support (40.9%).

Despite the challenges, Saecham noted that teachers in Jeonbuk remain dedicated to their students, striving to educate with sincerity and personal integrity. However, they emphasized that sustaining this commitment will require concrete institutional and societal support, calling on the provincial office, the Ministry of Education, and lawmakers to take responsibility for restoring the dignity of the teaching profession.

The survey was conducted among an estimated population of 2,000 teachers in the region, with a response rate of approximately 15%. This is considered relatively high for voluntary online surveys. In survey methodology, a 10% response rate is often seen as standard for online participation, and a higher rate suggests heightened engagement or issue sensitivity among the target group.

Some officials questioned the validity of the response rate, raising concerns about sampling motivation and representativeness. However, from a methodological perspective, response rates are influenced by more than just numbers—they also reflect respondents’ trust in the survey sponsor and their perceived relevance of the survey content. As Groves and Couper (1998) argue, response rates are significantly affected by the social credibility and perceived proximity of the surveyor.

In particular, when the survey is conducted by a group composed of former teachers or perceived as genuinely representing teachers' interests, response rates are likely to be higher than those achieved by formal institutions such as education offices. This is supported by findings from Korean scholars Lee Tae-hoon and Kim Ki-heon (2013), who concluded that “when respondents believe the surveyor shares their background or concerns, emotional identification increases and so does the likelihood of participation.”

Moreover, the fact that this was a voluntary, non-compulsory online survey, yet still garnered such participation during a busy school term, may be interpreted not just as a reaction to a specific issue, but as a collective expression of professional urgency. This adds qualitative weight to the quantitative data and reinforces the need for educational policymakers to treat this feedback as both statistically valid and socially imperative.