Reinforcing Indonesian EFL Teacher Self-Efficacy: Accomplishing the Responsibilities and Avoiding Absenteeism

Indonesian EFL teachers are currently facing many oppressive burdens regarding their profession. They are commanded to conduct effective English teaching as part of their pedagogical responsibility including constructing an English milieu at school. In other sides, they are required to cope with non-pedagogical tasks which are likely in a form of administrative things. Moreover, they are mandated to conduct several events and publish papers in accredited journals, of which those tasks can seize up their teaching responsibilities. Such phenomena can tragically cause the presence of teacher burnout that further shrinks their eagerness to perform better. The condition might also influence their self-willingness to commit with teacher absenteeism or even an early retirement as a result of teachers’ handling-capacity overload. Therefore, this study proposes a theoretical contribution that reinforcing teacher self-efficacy can be a penetration to make a robust teachers’ eagerness to perform better pedagogical and non-pedagogical responsibilities. This study is also supplemented with a teacher professional development model as an effort to reinforce teacher self-efficacy. Further, this study is expected to come in useful for Indonesian government to effectively hold certain programs in connection with enhancing Indonesian EFL teacher self-efficacy.