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/).
Cite this article
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 -