An Interpretative Phenomenological Anlaysis into EFL Teachers’ Experiences of Teaching in Rural Schools.

Abstract

This interpretive phenomenological study examines the lived experiences of English as a Foreign Language (EFL) teachers working in rural Indonesian schools. Educators of English as a Foreign Language (EFL) encounter distinctive challenges. The objective of this research is to gain insight into the perspectives of these educators, the challenges they face, and the strategies they employ to navigate their teaching environment. The study employs the interpretative phenomenological analysis (IPA) approach to give priority to the perspectives of educators through semi-structured interviews and thematic analysis, in order to reveal the complex reality of their professional lives.The findings reveal two primary themes: (i) Strategies by EFL teacher for overcoming challenges in rural schools and (ii) The application of emotions in the context of effective teaching methods in rural schools. Teachers frequently encounter difficulties due to students' limited English proficiency, inadequate parental guidance, and restricted access to technology. These educators address these challenges through a variety of strategies, including the use of reading and listening activities, parental involvement, digital tools, and interactive method. Furthermore, the maintenance of a positive emotional environment was identified as a key factor in effective teaching, with teachers playing a pivotal role in fostering a cheerful and supportive classroom atmosphere. This research contributes to the broader discourse on English as a Foreign Language (EFL) education by offering insights into the distinctive dynamics of rural teaching environments. The findings have the potential to inform the development of targeted support structures and policies with the aim of enhancing the quality of English language education in rural schools. Ultimately, this study seeks to enhance educational practices and policies that support both teachers and students in these unique settings, addressing their specific needs, challenges, and strengths.