Navigating Global Standards: Assessing English Teacher Quality In Rural Areas-Challenges And Opportunities
DOI:
https://doi.org/10.37812/zahra.v5i2.1674Keywords:
English Language Instruction, Rural Education, Global Standards, Teacher Qualification, Educational EquityAbstract
This study aims to evaluate the quality of English language instruction in rural areas in comparison to global standards, focusing on identifying challenges and opportunities for improvement. The research employs a qualitative descriptive method, using interviews, observations, and document analysis to gather data from selected rural schools in Kecamatan Tambakboyo, Tuban. The findings reveal that English education in rural settings faces significant challenges. First, many teachers lack formal qualifications, such as degrees in English education, TEFL certification, or English proficiency credentials like TOEFL, and most are not fluent in English. Second, as English is not a core subject mandated by the government, its quality is often deprioritized. Additionally, low salaries in rural areas make it difficult to recruit qualified teachers, as they tend to prefer urban schools offering better income and opportunities. Despite these challenges, several opportunities emerge. Rural schools are found to have adequate facilities and access to resources that can support quality improvement. By leveraging these resources and implementing teacher upskilling programs, the quality of English instruction can be enhanced. This study concludes that addressing the teacher quality gap is key to improving rural English education. Practical recommendations include government and school leadership initiatives to provide targeted training programs, financial incentives, and community-based support to retain qualified teachers. These strategies can align rural English instruction with global standards, ensuring equitable access to quality education while considering the unique socioeconomic constraints of rural areas.
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