We analyzed teachers’ perceptions on what teachers should do and what they are doing between South and North Korea which have been experienced social structural change since 1990’s. The role of teachers was defined as the set of expected behaviors by the social status of teachers or their behaviors coping with social expectations. To find out the subjective perception of teachers’ role, we held two focus group discussions in which teachers from the two Koreas participated and analysed those data through semantic network analysis. Research results showed that South Korea teachers thought that teachers in the past were supposed to be providers with knowledge and believed that their precedents were successful in doing this. Although current teachers were surrounded by many challenges that threatened the identity of the teacher, they aimed at taking a role in forming a intimate relationship with students and promoting students’ happiness. They hoped that they could act as an expert in educational settings. By contrast, North Korean teachers thought that current teachers took a role in delivering the Party’s policies and especially collecting a variety of articles that were required by superior authorities. They believed that teachers in the past had been respected as deliverers of knowledge and liberal arts and that this role should be restored. These differences between South and North Korean teachers’ role frame may reflections of the different social contexts in the different social time.