| dc.description.abstract | The teaching profession is one of the main pillars of the education system, carrying extensive and complex responsibilities. In a rural setting, an English teacher has challenges with non-teaching workload, wastes much time on dual rules, and affects pedagogic responsibility, and decreases the quality of English language delivery.
This study aims to analyse rural English teachers’ experiences of the impact of non-teaching workload on their pedagogical accountability, to explore the unique challenges that exacerbate rural English teachers’ non-teaching workload and pedagogical accountability, and to explore the impact of non-teaching workload on the quality of English teaching in rural settings.
A mixed-methods research approach was employed to provide a rich, contextualised understanding of five English teachers in the rural area of Blitar. Data were collected through in-depth interviews, document analysis, and a multiple-choice questionnaire. Thematic analysis, using Braun and Clarke’s six-phase framework, guides the data qualitative interpretation process. Descriptive statistic for the Likert scale was applied for a multiple-choice questionnaire analysis, and data triangulation was conducted to enhance the credibility of the findings.
The findings revealed three major themes: (1) The study reveals that rural English teachers perceive non-teaching workload as a significant barrier to their pedagogical accountability; (2) The study highlights a set of unique challenges that exacerbate non-teaching workload in rural areas; (3) The study establishes a clear link between high non-teaching workload and the quality of English language teaching
The study recommends that prioritizing allocating resources for sufficient staffing streamlines administrative processes and encourages greater community engagement to foster a more supportive and effective educational environment.
Keywords: Non-teaching workload, pedagogical accountability, teacher in rural area. | en_US |
