Between Two Worlds: Indonesian Novice Efl Teachers’ Tensions and Needed Supports During Pandemic

Abstract

The abrupt changes in the situation and policy caused by the COVID-19 pandemic might dwindle novice teachers’ well-being and add more pressure to their minds that are already clouded with uncertainty. If left untouched, it is more than likely that they would quit teaching entirely. Nevertheless, while challenges, struggles, and tensions experienced by novice EFL teachers have long been studied and well-documented, the novice EFL teachers’ tensions experienced during the pandemic and the supports they need have not been examined. By analyzing guided reflections and interviewing five Indonesian novice EFL teachers, the present research is to answer two questions: 1) What kinds of tensions are experienced by Indonesian novice EFL teachers during the time of the pandemic? 2) What kind of supports do they need to stay in the teaching profession? The result shows that novice teachers experience tensions related to pedagogical-technical, a sense of belonging to the teaching profession, and culture-relationship, which are caused by the abrupt shift to online learning and excessive workload. To mitigate and ease these tensions, needed supports from the government and policymakers, school and school leaders, or colleagues are also discussed.

The Realizations of Teaching Profession: Four Indonesian Novice English Teachers' Narratives During the Pandemic

“…The transition period is very critical as it determines whether or not the teachers will survive and thrive. This situation is precisely described as 'sinkor-swim' experience (Huang, Wang, & Teng, 2019;Varah, Theune, & Parker, 1986;Wijaya & Cendra, 2023). In this 'sink-or-swim' experience, some novice teachers can successfully navigate their career, while others give in and drop out of the profession (Clandinin et al, 2015;Farrell, 2012;Suryani & George, 2021;Varadharajan, Buchanan, & Schuck, 2019).…”