Teacher pay-for-performance policies have been introduced in many countries, including South Korea, in order to improve the quality of teacher workforces. However, such policies cannot be exactly replicated across countries. A policy transferred across borders is transformed within each new situation. Based on policy mobility and transformation frameworks, this study focuses on the influence of contextual factors and investigates how teacher pay-for-performance is transformed into a new form of policy. I have divided the process of policy transformation generated through the conflicts and dialectical interactions between proponents and opponents into five phases: introduction, institutionalization, intensification, inflation/expansion, and indigenization. In each phase, the policy has been carried out with different approaches and strategies to reach the intended goal. Forms and degrees of resistance have also changed along with the change in policy.