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Using an ethnographic approach, the research examines insider cultural meanings to explain the assumptions shaping role expectations. 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[1](1Email: dpoedjiastutie@yahoo.com)[Email:](1Email: dpoedjiastutie@yahoo.com)[ ](1Email: dpoedjiastutie@yahoo.com)[dpoedjiastutie@yahoo.com](1Email: dpoedjiastutie@yahoo.com)  \n[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)  \n3 Universitas Muhammadiyah, Maumere, Indonesia.  \n3Email:  [velmimayaputri@gmail.com](velmimayaputri@gmail.com)  \n(􀀣 Corresponding Author)  \nAbstract  \nThis study investigates the managerial level (the deans of the faculties and the director of ESP)  \nperspectives and ESP teachers’ perspectives (operational level) on how they assume their roles in  \nteaching ESP. This study used an ethnographic approach. The phenomena of an ethnography  \nare commonly examined from a collective perspective. This suggests analyzing the culture under  \ninvestigation from an insider's viewpoint by emphasizing the significance that the members of  \nthat society attribute to it. The findings show that sociocultural factors are assumed to influence  \nthe deans’ expectations of what teachers must do in comparison to what teachers themselves  \nshould be doing. ESP teachers at the operational level assume their roles in teaching and  \nlearning ESP as motivation builders, classroom controllers, teaching strategy innovators and  \nlifelong learners. Meanwhile, the deans of the faculty’s (managerial level) expectations of ESP  \nteacher roles entail a material developer, a curriculum contributor, a language trainer, a student  \nmental safeguarding, a collaborator and a program evaluator. While deans and teachers share a  \ncommon goal of educating students, their roles, responsibilities and perspectives differ  \nsignificantly leading to different expectations. Both cohorts namely managerial level and ESP  \nteachers should intensively discuss to obtain a satisfactory agreement in executing roles and  \nresponsibilities. Besides, when designing professional development, it is suggested to focus on two  \nareas: enhancing and sustaining instructors' English proficiency and expanding language teaching  \nknowledge and skills.  \nKeywords: Diverse teachers’ roles, ESP teachers, Ethnographic lens, Managerial level expectation, Operational level, Tertiary level of study.  \nCitation | 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  \nHistory:  \nReceived: 20 August 2023  \nRevised: 3 October 2024  \nAccepted: 15 October 2024  \nPublished: 7 November 2024  \nLicensed: This work is licensed under a Creative Commons Attribution 4.0 License   \nPublisher: Asian Online Journal Publishing Group  \nFunding: This research is supported by University of Muhammadiyah Malang, Indonesia (Grant number: E.2.a/811/BAA-UMM/VIII/2023) .  \nInstitutional Review Board Statement: Not applicable.  \nTransparency: 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.  \nAuthors’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.  \nContents  \n1. Introductio","cbCaikHyFZq4eWTs","https://ap.wps.com/l/cbCaikHyFZq4eWTs","pdf",312126,11,"English","# Introduction\n# Review of Related Literature\n# Research Methods\n# Results\n# Discussion\n# Conclusion\n# Implications\n# References\n# Contribution of this paper to the literature","[{\"question\":\"What perspectives does the study compare regarding ESP teaching roles?\",\"answer\":\"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.\"},{\"question\":\"What does the ethnographic approach focus on in this research?\",\"answer\":\"It emphasizes insider viewpoints to analyze cultural meanings and the sociocultural factors shaping role expectations.\"},{\"question\":\"How do ESP teachers at the operational level describe their roles in ESP classrooms?\",\"answer\":\"They assume their roles as motivation builders, classroom controllers, teaching strategy innovators, and lifelong learners.\"}]","Ethnographic lens: Understanding managerial and operational level perspectives on ESP teachers roles | PDF",1792077028,28]