FROM CURRICULUM TO CONSCIENCE: MAPPING THE RESPONSIBILITIES OF EFL TEACHERS IN INDONESIA
DOI:
https://doi.org/10.52657/js.v10i2.3610Keywords:
EFL Teachers, Professionalism, SDGS, Teacher ResponsibilityAbstract
English as a Foreign Language (EFL) teachers in Indonesia are increasingly expected to assume roles beyond language instruction by supporting students’ emotional and social development. However, limited studies have explored how these expanded responsibilities shape EFL teachers’ professional identities within Indonesia’s sociocultural context. This study investigates how four experienced public school teachers in Jombang district perceive and enact these roles through interviews and classroom observations. Findings reveal identities as language instructors, mentors, and moral guides. The study contributes to teacher identity and EFL education literature by highlighting culturally situated forms of holistic professionalism.
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