‘How much freedom do we have?’ The perceived autonomy of secondary school EFL teachers in Indonesia

Abstract

This article presents the findings of a study measuring perceptions of teacher autonomy of practitioners of English as a foreign language (EFL). This study also sought to identify areas in which Indonesian secondary schools need to improve to enable teachers to enjoy a greater degree of freedom while completing teaching-related activities. Additionally, it aimed to explore correlations between practitioners’ perceptions of teacher autonomy and their gender, school location, school status and teaching experience. This was a mixed-methods study comprising a sequential explanatory design with two consecutive stages: quantitative and qualitative. The data were gathered using two instruments: a closed-ended questionnaire and a focus group. The sample consisted of 185 (74 male and 111 female) Indonesian secondary school EFL teachers, recruited using convenience sampling. The findings indicated that teachers’ sense of autonomy in relation to seven specific areas of their work was relatively high. Specifically, they perceived themselves to have a considerable amount of autonomy with respect to teaching methodology, instructional materials, course content, assessment, and, more recently, lesson planning. However, they expressed disappointment at being excluded from the decision-making process regarding the school curriculum. The findings also revealed that teachers expected more school support in relation to teaching facilities and professional development. The article concludes by considering several key implications for school management teams regarding the need to foster teacher autonomy among English language practitioners.

Studi Pustaka: Analisis Kesulitan Belajar Prosedur Materi Teks Bahasa Indonesia terhadap Pembelajaran Bermanfaat Siswa Kelas 4 SD

“…Salah satu permasalahan dalam pembelajaran bahasa Indonesia, khususnya dalam hal kemampuan menulis teks prosedur, adalah siswa masih kesulitan dalam menuangkan ide ke dalam kalimat, penggunaan struktur teks prosedur yang kurang ideal, dan siswa lebih cenderung merespon pertanyaan tentang teks prosedur. urutan teks prosedur yang harus dibaca (Anam, 2020;Cirocki, 2019;Naidu, 2020). Bukanlah kemampuan menulis yang lebih kuat karena didasarkan pada angka-angka yang ditempatkan secara acak.…”

Peningkatan Keterampilan Intruksional Melalui Pelatihan Guru MTS Dalam Pemaanfaatan Aplikasi Game Crosswordlabs

“…Serangkaian pembelajaran yang diberikan oleh guru di sekolah seringkali tidak sejalan dengan pencapaian tujuan yang telah ditentukan (Cirocki & Anam, 2021;Juharyanto et al, 2021). Banyak metode pembelajaran yang saat ini digunakan masih mengutamakan pendekatan ceramah, penugasan, dan orientasi yang lebih berfokus pada peran guru.…”

Theoretical foundations of the functioning of Education. Ways to improve the effectiveness of educational activities

“…Recently, the study of various aspects of this problem has appeared in the pedagogical literature. Thus, there appear such positions as teacher autonomy in its relationship with self-efficacy (Soobin Choi, Xinyi Mao, 2021) [36], the implementation of autonomy in pedagogical practice (Xuan Nhat Chi Mai Nguyen, Ian Walkinshaw, 2018) [37], the ability of the learner to autonomous and critical thinking (José FO Granjo, Maria G. Rasteiro (2020) [38], social, individual and cultural dimensions of autonomy in teaching (Biljana Ivanovska, 2015) [39], autonomy with respect to teaching methodology, instructional materials, course content, assessment, lesson planning (Cirocki, Andrzej, Anam, Syafi'ul, 2021) [40], autonomy as a central component of learning, teaching (Diane Railton, Paul Watson, 2005) [41], the impact of autonomy on student well-being (Arielle Bonneville-Roussy, Emese Hruska, and Hayley Trower, 2020) [42] and others.…”