EXPLORING ENGLISH TEACHERS' BELIEFS ON THEIR TEACHING PROFESSION

Fajrinur Fajrinur

doi:10.22373/ej.v7i1.3012

Abstract

The aim of this study is to explain the influence of the English teachers’ beliefs toward their teaching profession in Bireuen District, Aceh Province. This is a quantitative study which involved thirty English teachers as the respondents. These teachers teach at six high schools in Bireuen. The schools were purposively selected to cover the broad area of Bireuen District. Some of the schools were in the rural area, some are in the city. Five English teachers from each high school were randomly selected. The data collection was done using questionnaires. It can be concluded from the answer that in general the teachers have positive beliefs toward their profession, they satisfied with their job, they feel confidence about their job, it can also be seen from the answers that most teachers received appraisal and feedback from other teachers and most of the teachers believe that appraisal and feedback can increase teaching passion. Beliefs about overall job-related principles, job satisfaction, self-efficacy and appraisal and feedback give big influence toward their teaching profession as English teachers. This big influence is affecting teachers is various way. Beliefs appear to have the strongest impact on teacher learning, followed by changes in teacher behavior and last on students learning.

Highlights

Educational experts and researchers have diverse opinion about whether or not teaching is a profession (Cobbold, 2015)
The first point is divided into four beliefs which are overall job-related beliefs, job satisfaction, self-efficacy, and appraisals and feedbacks, while the second point is about influence of these beliefs to teachers profession
The sixth statement stating the fact that teachers in our community are noble and well respected was strongly agreed by 47 % of teachers. It can be concluded from the answers that in general the teachers agree on the five statements states in the first part of questionnaire, means that they have positive beliefs toward several things mentioned, which is related their job

Summary

Introduction

Educational experts and researchers have diverse opinion about whether or not teaching is a profession (Cobbold, 2015). Some experts oppose that teaching is a profession while some others agree on it. According to Susanto (2004), to be called a profession, certain job has to have certain characteristics, and generally those characteristics shows that it has educational institution, a salary, professional association, certification and people’ recognition. Susanto (2004) argues that the profession of teaching is still lack of recognition to be called a profession. On the contrary, Richards and Lockhart (2005) agree that teaching is a profession, so people who work as teachers are called professionals. Musriadi (2016) agrees that teaching is a profession, so teachers need to be qualified to do their job professionally. According to Soetjipto (2009) as cited in Musriadi (2016), teaching is a profession since it has characteristics of a profession

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