Self-esteem and task perception development of EFL in-service teachers’ professional identities in the “Guru Penggerak” education program

Abstract

These narratives study reports on teachers' professional identity and work in “Guru Penggerak” education program in Indonesia as the arena of the study to investigate how self-esteem and task perception promote teacher professional identity development. Three EFL in-service teachers from three senior high school were involved in this study. This study employed interviews to collect the data from EFL in-service teacher who have teaching experience for more than 10 years and had participated in “Guru Penggerak” education program. The findings confirm that the “Guru Penggerak” education program increased self-esteem and task perception of EFL in-service teachers. In particular, their learning experience from that program strengthen their understanding toward the implementation of Merdeka Curriculum. Second, the use of Coaching and Social and Emotional module helps teachers had better communication skill to the student and supports student-teacher relationship. Third, the need to perform within diverse professional duties and tasks makes EFL in-service teacher experienced burn out, stressed, and frustration. Finally, the data suggest that analyzing self-esteem and task perception in EFL in-service teachers’ professional identities allow us to trace how teachers’ learning process could influence their job profession in the workplace.