Teacher Agency in Professional Development Within Islamic Junior High Schools: A Narrative-Ecological Study of EFL Teachers in Indonesia
DOI:
https://doi.org/10.18326/register.v19i1.148-172Keywords:
teacher agency, professional development, EFL teachers, Islamic junior high schools, narrative–ecological approachAbstract
This study explores the experiences of English as a Foreign Language (EFL) teachers at Islamic junior high schools in Indonesia, focusing on how they navigate their professional agency within a context of strong religious values. Employing a qualitative narrative case study methodology and an ecological perspective, in-depth narratives were collected from three EFL teachers through interviews and subsequently analyzed using narrative thematic analysis. Rather than seeking broad generalizations, this small-scale study provides a nuanced and contextualized understanding of the ways in which teachers’ professional agency is shaped in their everyday practice. The findings reveal that teachers’ professional agency is shaped through the interplay of past experiences, evaluations of current conditions, and their future orientations. All these dimensions are influenced by the institutional context, particularly the culture of professional development (PD) as well as the religious and moral norms prevailing at the school. They also indicate that Islamic values play a significant role in shaping teachers’ professional practices. They encourage teachers to continue engaging in self-directed learning and continuous self-development even though access to formal PD programs remains limited. Additionally, religious principles also influence teachers’ pedagogical decisions and strengthen their commitment to supporting students’ academic and character development. However, this research also found that certain institutional expectations can limit the scope for pedagogical innovation, so teachers need to negotiate a balance between curriculum demands and the schools’ religious norms. Overall, this study underscores the importance of designing professional development programs that are contextually relevant and aligned with local values in educational practice.
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