Perception of EFL Teachers’ Satisfaction on Pedagogical Process


  •  Lalu Suhirman    
  •  Haryanto Atmowardoyo    
  •  Djamiah Husain    

Abstract

This study examines teaching performance satisfaction among three English teachers in Makassar. These three teachers are students at a postgraduate program in English Education (Ph.D Program) at the State University of Makassar. All of them have more than seven years experience, two teaching at Secondary High School and one of at Senior High School. Two of them are males and one is female. Interviews were carried out with these Intensive EFL program teachers. Interviews were transcribed and analyzed according to the grounded theory method. The research focused on teacher’s satisfaction with their pedagogical competence. Findings reveal whether all the EFL teachers felt satisfied with their pedagogic competence across all seven indicators, as follows: (a) understanding learners’ characteristics, (b) mastering teaching-learning theory (approach, method strategy of teaching), (c) developing curriculum, (d) presenting instructional process, (e) understanding and developing learners’ potency, (f) communication, and (g) evaluation (Ministerial Education, 2010).



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