The Influence of Teacher Professionalism, Motivation, Attitude, and Culture on English Proficiency: Evidence from South Sulawesi, Indonesia
DOI:
https://doi.org/10.33394/jo-elt.v12i2.17362Keywords:
Teacher professionalism, Motivation, Attitude, Cultural influence, English proficiencyAbstract
Proficiency in English serves as a crucial metric for assessing educational quality and employability in multilingual regions. In South Sulawesi, Indonesia, disparities persist due to variations in teacher professionalism, motivation, attitude, and cultural environment. This study investigates how these factors collectively influence students’ English proficiency. Data were gathered from 100 teachers and 300 students through surveys, interviews, and classroom observations using a mixed-methods design. Quantitative analysis revealed that teacher professionalism showed the strongest correlation with English proficiency (r = 0.65, β = 0.45), followed by teacher attitude (r = 0.60, β = 0.40) and motivation (r = 0.58, β = 0.38), while cultural influence had a moderate effect (r = 0.50, β = 0.30). Qualitative findings highlighted that limited professional development, insufficient institutional support, and strong local linguistic identity hindered teaching effectiveness, particularly in rural areas. The study emphasizes that enhancing teacher training, sustaining motivation, and applying culturally responsive pedagogies are vital for improving English outcomes. These insights provide practical guidance for policymakers and teacher education programs seeking to strengthen English instruction in multilingual educational settings.
References
Alam, A., & Mohanty, A. (2023). Educational technology: Exploring the convergence of technology and pedagogy through mobility, interactivity, AI, and learning tools. Cogent Engineering, 10(2). https://doi.org/10.1080/23311916.2023.2283282
Alberto de la Puente Pacheco, M., de Oro Aguado, C. M., Lugo Arias, E., Rico, H., Cifuentes, D., & Tafur, M. (2023). Effectiveness of model ASEAN meeting in enhancing critical thinking: a Colombia case study. Interactive Learning Environments, 31(10), 6818–6840. https://doi.org/10.1080/10494820.2022.2046109
AlTwijri, L., & Alghizzi, T. M. (2024). Investigating the integration of artificial intelligence in English as foreign language classes for enhancing learners’ affective factors: A systematic review. Heliyon, 10(10), e31053. https://doi.org/10.1016/j.heliyon.2024.e31053
Alwaqdani, M. (2025). Investigating teachers’ perceptions of artificial intelligence tools in education: potential and difficulties. Education and Information Technologies, 30(3), 2737–2755. https://doi.org/10.1007/s10639-024-12903-9
Amin, H., & Cochrane, L. (2024). The development of the education system in Qatar: assessing the intended and unintended impacts of privatization policy shifts. British Journal of Middle Eastern Studies, 51(5), 1091–1111. https://doi.org/10.1080/13530194.2023.2198688
Arifin, A., Suryaningsih, S. S., & Arifudin, O. (2024). The relationship between classroom environment, teacher professional development, and student academic performance in secondary education. International Education Trend Issues, 2(2), 151–159. https://doi.org/10.56442/ieti.v2i2.467
Ashraf, M. A., Yang, M., Zhang, Y., Denden, M., Tlili, A., Liu, J., Huang, R., & Burgos, D. (2021). A Systematic Review of Systematic Reviews on Blended Learning: Trends, Gaps and Future Directions. Psychology Research and Behavior Management, Volume 14, 1525–1541. https://doi.org/10.2147/PRBM.S331741
Averina, F. E., & Kuswandono, P. (2023). Professional development of Indonesian in-service EFL teachers: Perceived impacts and challenges. Englisia: Journal of Language, Education, and Humanities, 10(2), 71. https://doi.org/10.22373/ej.v10i2.15589
Benjelloun, W. (2023). Bridging the Digital Divide in Higher Education: North African Challenges and Initiatives. In Higher Education in the Arab World (pp. 169–189). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-33568-6_10
Bhardwaj, V., Zhang, S., Tan, Y. Q., & Pandey, V. (2025). Redefining learning: student-centered strategies for academic and personal growth. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1518602
Bulusan, F., May Cabacang, K. A., Grace Duero, M. C., Ann Malate, R. L., Mangao, J. F., & Piedad Parcon, D. (2025). International Journal of Linguistics, Literature and Translation Emerging Strategies in Imbibing Learner-Centered Education in the 21 st Century Language Classrooms: A Decade Scoping Review in Southeast Asia. https://doi.org/10.32996/ijllt
Butler, R. (2021). Youth, mobilities and multicultures in the rural Anglosphere: positioning a research agenda. Ethnic and Racial Studies, 44(16), 63–82. https://doi.org/10.1080/01419870.2020.1730927
Coady, M. R. (2020). Rural English Learner Education: A Review of Research and Call for a National Agenda. Educational Researcher, 49(7), 524–532. https://doi.org/10.3102/0013189X20931505
Day, C. (2004). A Passion for Teaching. London: RoutledgeFalmer.
Dewaele, J.-M., Saito, K., & Halimi, F. (2025). How teacher behaviour shapes foreign language learners’ enjoyment, anxiety and attitudes/motivation: A mixed modelling longitudinal investigation. Language Teaching Research, 29(4), 1580–1602. https://doi.org/10.1177/13621688221089601
Dewantara, K. A. K., Laksana, I. P. Y., & Saraswati, N. P. R. T. A. K. H. (2024). A Systematic Review of AI-Powered Tools in English Language Learning for Vocational Students. International Journal of Natural Science and Engineering, 8(3), 201–214. https://doi.org/10.23887/ijnse.v9i2.101889
Dogan, S., & Adams, A. (2020). Augmenting the effect of professional development on effective instruction through professional communities. Teachers and Teaching, 26(3–4), 326–349. https://doi.org/10.1080/13540602.2020.1832064
Emery, N., Maher, J. M., & Ebert-May, D. (2021). Environmental influences and individual characteristics that affect learner-centered teaching practices. PLoS ONE, 16(4 April). https://doi.org/10.1371/journal.pone.0250760
Ertesvåg, S. K., Sammons, P., & Blossing, U. (2021). Integrating data in a complex mixed‐methods classroom interaction study. British Educational Research Journal, 47(3), 654–673. https://doi.org/10.1002/berj.3678
Fadhilah, A. N., & Warni, S. (2024). Students’ perceptions toward the influence of teachers’ attitudes on English learning achievement. English Learning Innovation, 5(2), 164–174. https://doi.org/10.22219/englie.v5i2.33798
Fargas-Malet, M., & Bagley, C. (2022). Is small beautiful? A scoping review of 21st-century research on small rural schools in Europe. European Educational Research Journal, 21(5), 822–844. https://doi.org/10.1177/14749041211022202
Fatah, R., Kharis, P., Hasri, S., Agra, I. K., Saputra, D., Raden, U., & Palembang, F. (2025). Correlation of classroom teacher professionalism and leadership to student learning outcomes. Jurnal Reviu Pendidikan Dasar: Jurnal Kajian Pendidikan dan Hasil Penelitian, 11(1), 40–50. https://doi.org/10.26740/jrpd.v11n1.p40-50
Fatima, K., & Kashif Shahzad, A. (2025). Liberal Journal of Language & Literature Review Liberal Journal of Language & Literature Review Liberal Journal of Language & Literature Review https://llrjournal.com/index.php/11 NAVIGATING MULTILINGUALISM, COLONIAL POWER DYNAMICS, AND CULTURAL REPRESENTATION: A MULTIMODAL DISCOURSE ANALYSIS OF THE LINGUISTIC LANDSCAPE OF DISTRICT VEHARI Liberal Journal of Language & Literature Review. 3(2). https://llrjournal.com/index.php/11
Fitriyah, I., Gozali, I., Widiati, U., Khoiri, N. El, Kaur, A., & Singh, J. (2023). EFL writing teachers’ practices and values of assessment for and as learning in a constrained context. Computer-Assisted Language Learning Electronic Journal (CALL-EJ), 24(2), 377–399.
Hidayat, D. N., Fitriah, F., Mahlil, M., & Mason, J. (2023). Factors impacting English teachers’ creativity in teaching English as a foreign language in Indonesia. Studies in English Language and Education, 10(1), 155–173. https://doi.org/10.24815/siele.v10i1.26145
Holliday, A. (1994). Appropriate Methodology and Social Context. Cambridge: Cambridge University Press.
Hoque, K. E., Wang, X., Qi, Y., & Norzan, N. (2023). The factors associated with teachers’ job satisfaction and their impacts on students’ achievement: a review (2010–2021). Humanities and Social Sciences Communications, 10(1), 177. https://doi.org/10.1057/s41599-023-01645-7
Hossain, K. I. (2024a). Literature-based language learning: Challenges, and opportunities for English learners. Ampersand, 13, 100201. https://doi.org/10.1016/j.amper.2024.100201
Hossain, K. I. (2024b). Reviewing the role of culture in English language learning: Challenges and opportunities for educators. Social Sciences & Humanities Open, 9, 100781. https://doi.org/10.1016/j.ssaho.2023.100781
Ingersoll, R. M., & Tran, H. (2023). Teacher Shortages and Turnover in Rural Schools in the US: An Organizational Analysis. Educational Administration Quarterly, 59(2), 396–431. https://doi.org/10.1177/0013161X231159922
Javorčíková, J., Vanderková, K., Ližbetinová, L., Lorincová, S., & Hitka, M. (2021). Teaching Performance of Slovak Primary School Teachers: Top Motivation Factors. Education Sciences, 11(7), 313. https://doi.org/10.3390/educsci11070313
Jayasooriya, L. B., & Vickers, E. (2025). Bilingual education and identity politics in post-war Sri Lanka. Comparative Education, 1–22. https://doi.org/10.1080/03050068.2025.2460916
Jeon, J., & Lee, S. (2023). Large language models in education: A focus on the complementary relationship between human teachers and ChatGPT. Education and Information Technologies, 28(12), 15873–15892. https://doi.org/10.1007/s10639-023-11834-1
Jordan, P., & Fröhle, P. (2022). Bridging the gap between coastal engineering and nature conservation? Journal of Coastal Conservation, 26(2), 4. https://doi.org/10.1007/s11852-021-00848-x
Jošt, G., Taneski, V., & Karakatič, S. (2024). The Impact of Large Language Models on Programming Education and Student Learning Outcomes. Applied Sciences, 14(10), 4115. https://doi.org/10.3390/app14104115
Kramsch, C. (1993). Context and Culture in Language Teaching. Oxford: Oxford University Press.
Kusumaningputri, R., Khazanah, D., Setiarini, R., & Sampurna, H. (2022). English as a Lingua Franca in the Eyes of Indonesian In-service Teachers: Attitudes and Beliefs ARTICLE HISTORY. Journal of Research and Innovation in Language ISSN, 4(1), 101–115. https://doi.org/10.31849/reila.vxxx
Lauder, A. (2008). The status and function of English in Indonesia: A review of key factors. Makara Human Behavior Studies in Asia, 12(1), 9–20. https://doi.org/10.7454/mssh.v12i1.128
Layek, D., & Koodamara, N. K. (2024). Motivation, work experience, and teacher performance: A comparative study. Acta Psychologica, 245, 104217. https://doi.org/10.1016/j.actpsy.2024.104217
Lee, H. Y., Hamid, M. O., & Hardy, I. (2022). Characterising language policy and planning in international organisations: ASEAN insights. Current Issues in Language Planning, 23(2), 195–213. https://doi.org/10.1080/14664208.2021.1965742
Liang, X., Collins, L. J., Lenhart, L., & Ressa, V. (2020). Instructional change following formative instructional practices professional development. Teacher Development, 24(1), 108–125. https://doi.org/10.1080/13664530.2019.1705886
Lin, H., & Chen, Q. (2024). Artificial intelligence (AI) -integrated educational applications and college students’ creativity and academic emotions: students and teachers’ perceptions and attitudes. BMC Psychology, 12(1), 487. https://doi.org/10.1186/s40359-024-01979-0
Lopez, C., Vazquez, M., & McCormick, A. S. (2023). Familismo, Respeto, and Bien Educado: Traditional/Cultural Models and Values in Latinos (pp. 87–102). https://doi.org/10.1007/978-3-031-14470-7_6
Luczaj, K., Leonowicz-Bukala, I., & Kurek-Ochmanska, O. (2022). English as a lingua franca? The limits of everyday English-language communication in Polish academia. English for Specific Purposes, 66, 3–16. https://doi.org/10.1016/j.esp.2021.11.002
Malik, H., Humaira, M. A., Komari, A. N., & Fathurrochman. (2021). Identification of barriers and challenges to teaching English at an early age in Indonesia: an international publication analysis study. Linguistics and Culture Review, 5 (1), 217–229. https://doi.org/10.37028/lingcure.v5n1.1485
Martono, M., Dewantara, J. A., Efriani, E., & Prasetiyo, W. H. (2022). The national identity on the border: Indonesian language awareness and attitudes through multi‐ethnic community involvement. Journal of Community Psychology, 50(1), 111–125. https://doi.org/10.1002/jcop.22505
Mulyono, H., & Saskia, R. (2020). Dataset on the effects of self-confidence, motivation and anxiety on Indonesian students’ willingness to communicate in face-to-face and digital settings. Data in Brief, 31, 105774. https://doi.org/10.1016/j.dib.2020.105774
Muslim, A. B., Imperiani, E., Musthafa, B., Farlian, T., & Francisco, A. (2025). Enhancing international student motivations in Indonesian universities: building academic reputation in the Global South. Globalisation, Societies and Education, 1–15. https://doi.org/10.1080/14767724.2024.2439420
Mustafa, F., Nguyen, H. T. M., & Gao, X. (Andy). (2024). The challenges and solutions of technology integration in rural schools: A systematic literature review. International Journal of Educational Research, 126, 102380. https://doi.org/10.1016/j.ijer.2024.102380
Pajarwati, D., Mardiah, H., Harahap, R. P., Siagian, R. O., & Ihsan, M. T. (2021). Curriculum Reform in Indonesia: English Education Toward The Global Competitiveness. ETDC: Indonesian Journal of Research and Educational Review, 1(1), 28–36. https://doi.org/10.51574/ijrer.v1i1.51
Putri, R. K. A., Kusaeri, K., & Rusdiyah, E. F. (2025). The Impact of Large-Scale Continuing Professional Development on Teacher Professionalism in Indonesia and China: A Systematic Literature Review. AL-ISHLAH: Jurnal Pendidikan, 17(3). https://doi.org/10.35445/alishlah.v17i3.7542
Rahmouni, M., & Aleid, M. A. (2020). Teachers’ practices and children’s motivation towards science learning in MENA countries: Evidence from Tunisia and UAE. International Journal of Educational Research, 103, 101605. https://doi.org/10.1016/j.ijer.2020.101605
Raja, P., Flora, Putrawan, G. E., & Razali, A. B. (2022). English as an International Language: Perceptions of EFL Preservice Teachers in Higher Education Institutions in Indonesia. Education Research International, 2022, 1–8. https://doi.org/10.1155/2022/3234983
Ramadhansyah, A. A., Mulyana, M., Ulfa, T., & Miftakhuddin, M. (2022). Eight Javanese teaching issues and its possible solutions: A systematic literature review. Journal of Innovation in Educational and Cultural Research, 3(2), 162–176. https://doi.org/10.46843/jiecr.v3i2.78
Richards, J. C., & Farrell, T. S. C. (2005). Professional Development for Language Teachers: Strategies for Teacher Learning. Cambridge: Cambridge University Press.
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
Sain, Z. H., Aulia Luqman AZIZ, & Moses Adeolu AGOI. (2024). Navigating Educational Challenges in Indonesia: Policy Recommendations for Future Success. JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION, 3(4), 1038–1046. https://doi.org/10.56778/jdlde.v3i4.339
Simie, T., & McKinley, J. (2025). English medium instruction in Ethiopian university mission statements and language policies. Language Policy, 24(1), 85–106. https://doi.org/10.1007/s10993-024-09693-8
Smith, B., & Wyness, L. (2024). What makes professional teacher development in universities effective? Lessons from an international systematised review. Professional Development in Education, 1–23. https://doi.org/10.1080/19415257.2024.2386666
Song, Z. (2023). Disparity in Educational Resources Between Urban and Rural Areas in China. Journal of Advanced Research in Education, 2(5), 64–69. https://doi.org/10.56397/jare.2023.09.06
Sri Andayani, E. (2022). THE IMPORTANCE OF LEARNING AND KNOWING ENGLISH IN HIGHER EDUCATION IN INDONESIA. Research and Development Journal Of Education, 8(1), 372–379. https://doi.org/10.30998/rdje.v8i1.13315
Sun, P. P., & Zhang, L. J. (2024). Investigating the Effects of Chinese University Students’ Online Engagement on Their EFL Learning Outcomes. The Asia-Pacific Education Researcher, 33(4), 747–757. https://doi.org/10.1007/s40299-023-00800-7
Suwartono, T., & Nitiasih, P. K. (2020). ProDev Participation and Teaching Performance: A Case Study of Two Urban School EFL Teachers in Indonesia. Universal Journal of Educational Research, 8(7), 3230–3235. https://doi.org/10.13189/ujer.2020.080752
Tai, K. W. H. (2022). Translanguaging as Inclusive Pedagogical Practices in English-Medium Instruction Science and Mathematics Classrooms for Linguistically and Culturally Diverse Students. Research in Science Education, 52(3), 975–1012. https://doi.org/10.1007/s11165-021-10018-6
Ulfah, M., Syahrudin, H., Thoharudin, M., Wardani, S. F., & Kholifah, N. (2024). Examining the role of family sociology, managerial support, and working conditions in determining teacher performance in Indonesia: the mediating role of motivation and professional development. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1413525
Wang, Y. (2023). Artificial Intelligence Technologies in College English Translation Teaching. Journal of Psycholinguistic Research, 52(5), 1525–1544. https://doi.org/10.1007/s10936-023-09960-5
Wasti, S. P., Simkhada, P., van Teijlingen, E., Sathian, B., & Banerjee, I. (2022). The Growing Importance of Mixed-Methods Research in Health. Nepal Journal of Epidemiology, 12(1), 1175–1178. https://doi.org/10.3126/nje.v12i1.43633
Widiastuti, I. (2025). Assessing the Impact of Education Policies in Indonesia: Challenges, Achievement, and Future Direction. AL-ISHLAH: Jurnal Pendidikan, 17(2), 1955–1964. https://doi.org/10.35445/alishlah.v17i2.6803
Zhu, J. (2025). A Critical Analysis of the Language and Cultural Representations in Chinese Language Textbooks in an Era of Globalization : A Sociocultural Perspective Item Type Dissertation (Open Access). https://doi.org/10.7275/54751
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Andi Asrifan, Luís Miguel Oliveira de Barros Cardoso, Raveenthiran Vivekanantharasa
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
License and Publishing Agreement
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities “tacitly or explicitly“ of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and publishing agreement.
Copyright
Authors who publish with Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
Licensing for Data Publication
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP use a variety of waivers and licenses, that are specifically designed for and appropriate for the treatment of data:
- Open Data Commons Attribution License, http://www.opendatacommons.org/licenses/by/1.0/
Other data publishing licenses may be allowed as exceptions (subject to approval by the editor on a case-by-case basis) and should be justified with a written statement from the author, which will be published with the article.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
1.jpg)
