Impact of Instructional Strategies, Classroom Management, and Student Engagement on Teachers' Professional Practices
Main Article Content
Keywords
instructional strategies, classroom management, self-efficacy, student engagement, EFL teaching
Abstract
This research aims to investigate domain-specific teacher self-efficacy and explore how these efficacy beliefs are enacted in professional practice among Indonesian English teachers. Using a convergent parallel mixed-methods design, data were collected from 142 Indonesian EFL teachers through the Teacher Sense of Efficacy Scale (TSES) and semi-structured interviews. Quantitative findings revealed significant differences among the three domains of teacher self-efficacy. Efficacy for instructional strategies obtained the highest mean score, followed by classroom management and student engagement. Qualitative findings indicated that teachers increasingly employed innovative and technology-supported instructional approaches; however, resource constraints, large class sizes, and limited access to professional development often hindered the consistent enactment of these efficacy beliefs in practice. The findings highlight the importance of balancing traditional and innovative pedagogies and providing sustained professional learning opportunities. This study contributes to understanding how teacher self-efficacy is enacted in resource-constrained EFL contexts and offers implications for educational practice and policy.
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Magableh, I., & Abdullah, A. (2020). The effect of differentiated instruction on EFL learners: Teachers' perspective. International Journal of Academic Research in Business and Social Sciences, 10(5). https://doi.org/10.6007/ijarbss/v10-i5/7235
Megawati, F., & Alwiyasa, R. K. (2022). Task-based language learning: Implementing a task-supported syllabus. Transformational Language Literature and Technology Overview in Learning (Transtool), 2(1), 10-15. https://doi.org/10.55047/transtool.v2i1.1370
Mudinillah, A., Rahmi, S. N., & Taro, N. (2024). Task-based language teaching: A systematic review of research and applications. Lingeduca: Journal of Language and Education Studies, 3(2), 102-115. https://doi.org/10.70177/lingeduca.v3i2.1352
Ng, J. C., Teo, Q. K., & Chen, P. (2023). A teacher's strategic mindset predicts efficacious and effective teaching. Educational Psychology, 43(9), 1008-1026. https://doi.org/10.1080/01443410.2023.2278399
Owusu-Agyeman, Y., & Moroeroe, E. M. (2023). Relationality and student engagement in higher education: Towards enhanced students' learning experiences. International Journal of Emotional Education, 15(2), 37-53. https://doi.org/10.56300/ZANL1419
Pratiwi, W. R., Kuswoyo, H., Puspitasari, M., Juhana, & Bachtiar. (2024). Driving to communicative approach: The innovative teaching speaking methods in Indonesian English immersion program. International Journal of Evaluation and Research in Education, 13(1), 626-634. https://doi.org/10.11591/ijere.v13i1.25420
Seiz, J., & Kunter, M. (2015). Classroom management: Current research in the light of social psychology. In The Routledge International Handbook of Social Psychology of the Classroom. https://doi.org/10.4324/9781315716923
Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (2001). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248. https://doi.org/10.3102/00346543068002202
Wang, Y., Derakhshan, A., & Solhi, M. (2025). Dispositions toward loving pedagogy, emotion regulation, and self-efficacy as predictors of EFL teachers' work engagement: A multinational study. Language Teaching Research. https://doi.org/10.1177/13621688251353132
Yunus, M., & Bachtiar, B. (2025). Exploring the complexities of thesis writing in the distance mode: Postgraduate students' perspectives, challenges and strategies. Asian Association of Open Universities Journal. https://doi.org/10.1108/AAOUJ-07-2024-0099
Zhang, Z., & Bin Sihes, A. J. (2024). Overcoming low teaching self-efficacy of English as a foreign language teachers in secondary vocational schools. Journal of Curriculum and Teaching, 13(1). https://doi.org/10.5430/jct.v13n1p36
Bachtiar, B. (2020). The characteristics of effective professional development that affect teacher's self-efficacy and teaching practice. Eduvelop, 3(2), 131-144. https://doi.org/10.31605/ eduvelop.v3i2.624
Bachtiar, B., Juhana, J., & Pratiwi, W. R. (2024). Indonesian English language teachers' conceptions of critical thinking: Challenge and strategy. International Journal of Evaluation and Research in Education (IJERE), 13(1), 617631. https://doi.org/10.11591/ijere. v13i1.26467
Bachtiar, B., & Puspitasari, M. (2024). Barriers and strategies in implementing innovative and collaborative learning: A case of Indonesian English language teaching. IJEE (Indonesian Journal of English Education), 11(1), 61-76. https://doi.org/10.15408/ijee.v11i1.38434
Bandura, A. (2006). Guide for constructing self-efficacy scales. In Self-efficacy beliefs of adolescents (pp. 307-337). Information Age Publishing.
Bandura, A., & Baumeister, R. F. (1999). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2). https://doi.org/10.1111/1467-8721.00064
Cania, M., Kusriandi, W., & Dwiniasih, D. (2024). EFL pre-service teachers' self-efficacy beliefs during teaching practicum. IJIET (International Journal of Indonesian Education and Teaching), 8(1), 88-100. https://doi.org/10.24071/ijiet.v8i1.5051
Dong, Y., Xu, C., Chai, C. S., & Zhai, X. (2020). Exploring the structural relationship among teachers’ technological technostress, pedagogical content knowledge (TPACK), computer selfefficacy, and school support. AsiaPacific Education Researcher, 29(2), 241-254. https://doi.org/10.1007/s40299-019-00461-5
Hajj, M. El, & Harb, H. (2023). Rethinking education: An in-depth examination of modern technologies and pedagogic recommendations. IAFOR Journal of Education, 11(2). https://doi.org/10.22492/ije.11.2.05
Hattie, John. (2013). Summary of visible learning for teachers: Maximizing impact on learning. Journal of Sport Psychology, 6(2), 214-227. https://doi.org/10.33619/2435-2473/24/34
Heng, Q., & Chu, L. (2023). Self-efficacy, reflection, and resilience as predictors of work engagement among English teachers. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1160681
Huilcapi-Collantes, C., Martín, A. H., & Hernández-Ramos, J. P. (2020). The effect of a blended learning course of visual literacy for in-service teachers. Journal of Information Technology Education: Research, 19(4), 241-254. https://doi.org/10.28945/4533
Juhana, J., Puspitasari, M., & Bachtiar, B. (2026). Translanguaging in the EFL classroom: Bridging language barriers for inclusive and motivated learning. Language Teaching Research Quarterly, 54, 83-101. https://doi.org/https://doi.org/10.32038/ltrq.2026.54.04
Kabwe, F., & Phiri, J. (2025). Investigating the effects of some key psychological and behavioral theories across a spectrum of research disciplines. Current Research in Psychology, 11(1). https://doi.org/10.3844/crpsp.2025.1.15
Kadaruddin, K. (2023). Empowering education through generative AI: Innovative instructional strategies for tomorrow’s learners. International Journal of Business, Law, and Education, 4(2). https://doi.org/10.56442/ijble.v4i2.215
Kausar, F. N., Sial, Z. A., & Bahoo, R. (2024). Investigating the effectiveness of play-based learning strategies on cognitive, social, and emotional development in preschools. Pakistan Journal of Humanities and Social Sciences, 12(3), 2643-2650. https://doi.org/10.52131/pjhss.2024.v12i3.2497
Kelley, T. R., Knowles, J. G., Holland, J. D., & Han, J. (2020). Increasing high school teachers' self-efficacy for integrated STEM instruction through a collaborative community of practice. International Journal of STEM Education, 7(1), 132-144. https://doi.org/10.1186/s40594-020-00211-w
Lap, T. Q., Lien, N. T. H., & Thao, L. T. (2022). English as a foreign language teachers' perception of their self-efficacy in using instructional strategies. European Journal of Educational Research, 11(3), 1865-1875. https://doi.org/10.12973/eu-jer.11.3.1865
Lazarides, R., & Warner, L. M. (2020). Teacher self-efficacy: Relations to changes in student-perceived teaching quality at the beginning of secondary education. Oxford Research Encyclopedia of Education, 8(2), 213-231. https://doi.org/10.1093/acrefore/9780190264093.013.890
Lochmiller, C. R. (2021). Conducting thematic analysis with qualitative data. Qualitative Report, 26(6), 132-145. https://doi.org/10.46743/2160-3715/2021.5008
Magableh, I., & Abdullah, A. (2020). The effect of differentiated instruction on EFL learners: Teachers' perspective. International Journal of Academic Research in Business and Social Sciences, 10(5). https://doi.org/10.6007/ijarbss/v10-i5/7235
Megawati, F., & Alwiyasa, R. K. (2022). Task-based language learning: Implementing a task-supported syllabus. Transformational Language Literature and Technology Overview in Learning (Transtool), 2(1), 10-15. https://doi.org/10.55047/transtool.v2i1.1370
Mudinillah, A., Rahmi, S. N., & Taro, N. (2024). Task-based language teaching: A systematic review of research and applications. Lingeduca: Journal of Language and Education Studies, 3(2), 102-115. https://doi.org/10.70177/lingeduca.v3i2.1352
Ng, J. C., Teo, Q. K., & Chen, P. (2023). A teacher's strategic mindset predicts efficacious and effective teaching. Educational Psychology, 43(9), 1008-1026. https://doi.org/10.1080/01443410.2023.2278399
Owusu-Agyeman, Y., & Moroeroe, E. M. (2023). Relationality and student engagement in higher education: Towards enhanced students' learning experiences. International Journal of Emotional Education, 15(2), 37-53. https://doi.org/10.56300/ZANL1419
Pratiwi, W. R., Kuswoyo, H., Puspitasari, M., Juhana, & Bachtiar. (2024). Driving to communicative approach: The innovative teaching speaking methods in Indonesian English immersion program. International Journal of Evaluation and Research in Education, 13(1), 626-634. https://doi.org/10.11591/ijere.v13i1.25420
Seiz, J., & Kunter, M. (2015). Classroom management: Current research in the light of social psychology. In The Routledge International Handbook of Social Psychology of the Classroom. https://doi.org/10.4324/9781315716923
Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (2001). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248. https://doi.org/10.3102/00346543068002202
Wang, Y., Derakhshan, A., & Solhi, M. (2025). Dispositions toward loving pedagogy, emotion regulation, and self-efficacy as predictors of EFL teachers' work engagement: A multinational study. Language Teaching Research. https://doi.org/10.1177/13621688251353132
Yunus, M., & Bachtiar, B. (2025). Exploring the complexities of thesis writing in the distance mode: Postgraduate students' perspectives, challenges and strategies. Asian Association of Open Universities Journal. https://doi.org/10.1108/AAOUJ-07-2024-0099
Zhang, Z., & Bin Sihes, A. J. (2024). Overcoming low teaching self-efficacy of English as a foreign language teachers in secondary vocational schools. Journal of Curriculum and Teaching, 13(1). https://doi.org/10.5430/jct.v13n1p36
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Published
Jul 24, 2026
Article Details
How to Cite
Bachtiar, B., Sylvia, S., & Konchiab, S. (2026). Impact of Instructional Strategies, Classroom Management, and Student Engagement on Teachers’ Professional Practices. AsTEN Journal of Teacher Education, 10(1). https://doi.org/10.56278/asten.v10i1.4089
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Section 1: Research Articles and Research Briefs
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