Ethnographic lens: Understanding managerial and operational level perspectives on ESP teachers roles

Oct 15, 2026

Uploaded by Elsa

This study investigates managerial level perspectives, including deans of faculties and the director of ESP, alongside ESP teachers’ operational level perspectives on how they assume roles in teaching ESP. Using an ethnographic approach, the research examines insider cultural meanings to explain the assumptions shaping role expectations. Results indicate sociocultural factors affect deans’ expectations compared with teachers’ self-directed duties, while teachers view their roles as motivation builders, classroom controllers, strategy innovators, and lifelong learners.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages11

Reading Time28 min

AccessFree to download

Introduction

Review of Related Literature

Research Methods

Results

Discussion

Conclusion

Implications

References

Contribution of this paper to the literature

Asian Journal of Education and Training Vol. 10, No. 4, 162-172, 2024 ISSN(E) 2519-5387 DOI: 10.20448/edu. v10i4.6083 © 2024 by the authors; licensee Asian Online Journal Publishing Group Ethnographic lens: Understanding managerial and operational level perspectives on ESP teachers roles Dwi Poedjiastutie 1 􀀣 Masduki2 Velmi Mayaputri3 1,2 University of Muhammadiyah, Malang, Indonesia. [1](1Email: dpoedjiastutie@yahoo.com)[Email:](1Email: dpoedjiastutie@yahoo.com)[ ](1Email: dpoedjiastutie@yahoo.com)[dpoedjiastutie@yahoo.com](1Email: dpoedjiastutie@yahoo.com) [2](2Email: masduki@umm.ac.id)[Email:](2Email: masduki@umm.ac.id)[ ](2Email: masduki@umm.ac.id)[masduki@umm.ac.i](2Email: masduki@umm.ac.id)[d](2Email: masduki@umm.ac.id) 3 Universitas Muhammadiyah, Maumere, Indonesia. 3Email: [velmimayaputri@gmail.com](velmimayaputri@gmail.com) (􀀣 Corresponding Author) Abstract This study investigates the managerial level (the deans of the faculties and the director of ESP) perspectives and ESP teachers’ perspectives (operational level) on how they assume their roles in teaching ESP. This study used an ethnographic approach. The phenomena of an ethnography are commonly examined from a collective perspective. This suggests analyzing the culture under investigation from an insider's viewpoint by emphasizing the significance that the members of that society attribute to it. The findings show that sociocultural factors are assumed to influence the deans’ expectations of what teachers must do in comparison to what teachers themselves should be doing. ESP teachers at the operational level assume their roles in teaching and learning ESP as motivation builders, classroom controllers, teaching strategy innovators and lifelong learners. Meanwhile, the deans of the faculty’s (managerial level) expectations of ESP teacher roles entail a material developer, a curriculum contributor, a language trainer, a student mental safeguarding, a collaborator and a program evaluator. While deans and teachers share a common goal of educating students, their roles, responsibilities and perspectives differ significantly leading to different expectations. Both cohorts namely managerial level and ESP teachers should intensively discuss to obtain a satisfactory agreement in executing roles and responsibilities. Besides, when designing professional development, it is suggested to focus on two areas: enhancing and sustaining instructors' English proficiency and expanding language teaching knowledge and skills. Keywords: Diverse teachers’ roles, ESP teachers, Ethnographic lens, Managerial level expectation, Operational level, Tertiary level of study. Citation | Poedjiastutie, D., Masduki, & Mayaputri, V. (2024). Ethnographic lens: Understanding managerial and operational level perspectives on ESP teachers roles. Asian Journal of Education and Training, 10(4), 162–172. 10.20448/edu.v10i4.6083 History: Received: 20 August 2023 Revised: 3 October 2024 Accepted: 15 October 2024 Published: 7 November 2024 Licensed: This work is licensed under a Creative Commons Attribution 4.0 License Publisher: Asian Online Journal Publishing Group Funding: This research is supported by University of Muhammadiyah Malang, Indonesia (Grant number: E.2.a/811/BAA-UMM/VIII/2023) . Institutional Review Board Statement: Not applicable. Transparency: The authors confirm that the manuscript is an honest, accurate, and transparent account of the study; that no vital features of the study have been omitted; and that any discrepancies from the study as planned have been explained. This study followed all ethical practices during writing. Competing Interests: The authors declare that they have no competing interests. Authors’Contributions: All authors contributed equally to the conception and design of the study. All authors have read and agreed to the published version of the manuscript. Contents 1. Introductio

FAQs

What perspectives does the study compare regarding ESP teaching roles?

It compares the managerial level perspectives (deans and the director of ESP) with ESP teachers’ operational level perspectives on how roles are assumed in teaching ESP.

What does the ethnographic approach focus on in this research?

It emphasizes insider viewpoints to analyze cultural meanings and the sociocultural factors shaping role expectations.

How do ESP teachers at the operational level describe their roles in ESP classrooms?

They assume their roles as motivation builders, classroom controllers, teaching strategy innovators, and lifelong learners.

Oct 15, 2026

Uploaded by Elsa