Francis Parker (Jeonju)

This is in response to an earlier post about this school from a couple weeks ago in the HagwonBlacklistKorea sub. No school is perfect, but this one is good, especially compared to others I've worked at. I just thought a view from both sides would benefit those looking for hagwon gigs in Korea. I would like to share my experience at this school. Every experience is valid, and I had a very positive one, that I would like to share.

Francis Parker has a tight and busy curriculum, but it is also so systematic and has a lot of helpful teaching materials. A teacher is expected to run a tight ship, and some days there is a lot to do. However, every time I asked for help from a co-worker, foreign or Korean, someone lent a hand. I appreciated the sense of camaraderie and support we gave each other. When it came to student behaviour, there were expectations put on the kids. And if a teacher needed a hand with a student, the head teacher or principal would step in as soon as you asked. This helped things run smoother. At the beginning of the year, teachers were advised to step out and take a breath, have a walk around the school, grab a cup of tea etc. and let the head teacher re-establish the rules of the classroom. It definitely helped on the days it was harder to keep my temper in check.

In regards to support from management: our director wants a cooperative atmosphere, and wants to run things legally and smoothly. The post on Blacklist mentioned gossip amongst the senior staff, but this is something our director and senior members have tried to prevent. Our director has listened and helped us with our housing, and duties at school. I'm not sure where that comment came from on the other post.

I don't agree with the comment that there was no support, or that collaboration was discouraged. Case in point, from very early on in the year, the foreign teachers had meetings in which we showcased a game or activity or craft that we liked using in the classroom to the rest of the foreign staff. It was encouraged to use others' ideas, ask questions, and even sit in on other teachers' classes to learn from each other. Later in the year, when it got busier, we were asked to contribute to an already extensive Google Sheet full of ideas on how to creatively teach the curriculum. These are just a couple examples; but I really feel the staff was encouraged to inspire each other.

By the 2nd quarter of the year, I felt like I had a pretty good hold on what was expected of me. And it's a lot! But as soon as I got into the swing of things, it was no different than most jobs I've had before. And because there's not as many elementary classes as other schools, we have enough prep time to finish everything at school.

Some specifics before ending: 50% of the foreign staff are remaining, going into the 2026-2027 school year. Two of those teachers are going into their 3rd year there. Another teacher is coming back after a hiatus, having worked at the Jeonju campus for 2 years before taking a break. The housing is in a planned city part of Jeonju; lots of families and very new buildings, very clean, lots of cafes, shops, etc. Classes are kept at 12 kids and under, most being under 12.

I hope this gives perspective for some people. Every school has quirks, but for me, I liked my time here. I've gotten some good memories and work experience. I suppose my conclusion is this: at Francis Parker Jeonju Campus, I felt like a real teacher and a respected employee, and I'm not the only one who felt that way.

If you value a healthy work-life balance and a respectful, professional working environment, I would strongly advise carefully reconsidering a contract with Francis Parker Jeonju Campus.

My experience at this school was deeply disappointing and stressful, largely due to poor management, lack of transparency, and an unprofessional workplace culture.

Interview and Hiring Process

The interview process initially appeared positive. The xxxx interviewer xxxxx was friendly, approachable, and created a relaxed atmosphere where candidates felt heard. However, this dynamic changed noticeably after the contract was signed. Once employed, the working environment became rigid, intimidating, and highly authoritarian.

Key responsibilities were not clearly disclosed during interviews. Teachers were led to believe administrative duties would be minimal and that lunch time would be a genuine break. In practice, teachers are required to supervise students during lunch and snack time, serve food, pause their own meals repeatedly, escort students to the bathroom, and assist with toileting duties — none of which were transparently explained during the hiring process.

Lack of Training and Organization

Although teachers are promised training before beginning classroom instruction, this commitment is not honored. New hires are placed into classrooms immediately with little guidance, preparation, or instructional support. Communication from management is often unclear, contradictory, or inconsistent, and teachers frequently receive instructions at the last minute — sometimes only a day before they are expected to carry out tasks or prepare materials.

Xxxxxxx often gave different instructions to different teachers regarding the same issue and failed to provide clarification or follow-up. This resulted in confusion, anxiety, and unnecessary stress among staff.

Favoritism and Teaching Control

A major concern was the evident favoritism shown toward certain teachers. While new hires are told during interviews that the school values individual teaching styles and encourages teachers to teach at a pace suitable for their students, this promise is not upheld in practice.

Teachers are instead pressured to teach exactly like favored staff members — using the same methods, teaching the same textbook pages at the same pace, and replicating identical classroom practices — regardless of student needs or learning levels. This contradicts what is communicated during hiring and undermines professional autonomy, creativity, and effective student-centered teaching.

Work Environment and Management

The overall work environment felt toxic and emotionally exhausting. Leadership lacked organization, consistency, and professionalism, and teachers were provided with minimal support. Collaboration was discouraged, and staff members who struggled were often criticized rather than guided.

Senior staff frequently engaged in gossip about newer teachers instead of offering mentorship. In some cases, management itself participated in gossip with select teachers, creating mistrust and division. [redacted]

A particularly concerning pattern emerged when teachers chose not to renew their contracts. Teachers who had previously received little to no negative feedback suddenly experienced increased scrutiny, excessive criticism, and fault-finding — despite having taught consistently since the beginning of their employment.

Housing Concerns

Although housing is provided, issues arise when problems are discovered after move-in. Even when teachers documented concerns with photos and reported them promptly, responsibility for repairs was frequently shifted to the teacher. Explanations such as incorrect orders or inability to access the apartment were given, and teachers were ultimately instructed to pay for repairs themselves.

Conclusion

It took me a year to process and write about my experience at Francis Parker Jeonju Campus. Unfortunately, my experience is not unique. [redacted] While recruiters may dismiss such reviews as one-sided, the consistent pattern of high staff turnover suggests deeper, systemic problems.

This school may not be suitable for educators seeking transparency, professional respect, effective training, or a supportive and collaborative working environment.