Does English Teachers’ Intensification in the Modern Islamic Boarding School Affect Their Teaching Performance?

DOI

10.2991/assehr.k.210325.029How to use a DOI?

Keywords

Teachers’ Intensification, Bilingual Program, Teaching Performance

Abstract

Teachers’ intensification has become a concern in these recent years. For English bilingual program teachers, there are duties besides teaching to complete by them such as becoming a coach, dormitory supervisor, and organization supervisor. These demands create an overloaded work for the teachers. Thus, this study is aimed at identifying the impact of Islamic boarding school teachers’ workload on their teaching performance quality. A descriptive case study was employed in this study. Then, the data were analysed using the interview to three Islamic boarding school English teachers and added with the researcher’s experience. The result shows that bilingual teachers’ intensification affected negatively towards English teachers’ performance quality.

Copyright

© 2021, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Mohammad Umar Fakhrudin
AU  - Erna Andriyanti
PY  - 2021
DA  - 2021/03/26
TI  - Does English Teachers’ Intensification in the Modern Islamic Boarding School Affect Their Teaching Performance?
BT  - Proceedings of the Ninth International Conference on Language and Arts (ICLA 2020)
PB  - Atlantis Press
SP  - 155
EP  - 160
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.210325.029
DO  - 10.2991/assehr.k.210325.029
ID  - Fakhrudin2021
ER  -