<span lang="EN-US">Teaching demotivation may negatively affect teachers</span><em><span lang="TH">’ </span></em><span lang="EN-US">performance in English language teaching</span><em><span lang="TH">. </span></em><span lang="EN-US">This present study investigated the demotivating factors and coping strategies of seven Filipino English as a foreign language (EFL) teacher in Thailand</span><span lang="TH">.</span><em></em><span lang="EN-US">Using qualitative design, semi</span><em><span lang="TH">-</span></em><span lang="EN-US">structured interview was used to elicit the views of teachers</span><em><span lang="TH">. </span></em><span lang="EN-US">Findings have shown five demotivating factors</span><em><span lang="TH">: </span></em><span lang="EN-US">administration</span><em><span lang="TH">-</span></em><span lang="EN-US">demotivational factor, colleague</span><em><span lang="TH">-</span></em><span lang="EN-US">demotivational factor, student</span><em><span lang="TH">-</span></em><span lang="EN-US">demotivational factor, self</span><em><span lang="TH">-</span></em><span lang="EN-US">demotivational factor, and parent</span><em><span lang="TH">-</span></em><span lang="EN-US">demotivational factor</span><em><span lang="TH">. </span></em><span lang="EN-US">Moreover, self</span><em><span lang="TH">-</span></em><span lang="EN-US">regulation strategy and pedagogical strategy are useful for the teacher to cope with those factors</span><em><span lang="TH">. </span></em><span lang="EN-US">Implications were discussed to help foreign EFL teachers in Thailand become aware of teaching challenges in Thailand</span><em><span lang="TH">.</span></em>