English Teachers in Indonesia Often Come from Different Fields

Published on May 19, 2026

By Christian Ponto

English Teachers in Indonesia Often Come from Different Fields

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Every week, English classes continue as usual in schools across Indonesia.

Students practice vocabulary, learn grammar, complete assignments, and try to improve their speaking skills.

From the outside, everything may seem normal.

But behind many English classrooms, there is a reality that rarely gets public attention.

Not every English teacher in Indonesia actually comes from an English education background.

Some of them were originally trained in completely different fields. Yet due to school needs and teacher shortages, they eventually found themselves standing in front of English classrooms — teaching a subject they never expected to teach professionally.

And somehow, many of them keep going.

A recent survey involving elementary and junior high school teachers from different regions in Indonesia found that around 27% of English teachers come from non-English educational backgrounds.

At first glance, the number may not seem alarming.

But behind it lies a story of adaptation, responsibility, and quiet perseverance.

Some Teachers Are Still Learning While Teaching

In many schools, staffing realities do not always match ideal teaching conditions.

When schools struggle to find qualified English teachers, existing teachers are often asked to take on additional responsibilities — including teaching English.

For many educators, that means relearning from scratch.

Some spend extra time:

reviewing grammar materials,
practicing pronunciation,
improving speaking confidence,
and preparing lessons far beyond regular teaching hours.

Not because they are forced to love English.

But because they feel responsible for their students.

And in many classrooms, responsibility becomes stronger than fear.

Speaking Confidence Remains a Major Challenge

One of the most revealing findings from the survey was related to speaking skills.

Around 73% of respondents admitted that speaking is still an area they want to improve.

This is understandable.

Unlike theoretical subjects, English is a skill that requires:

constant practice,
confidence,
exposure,
and supportive learning environments.

Yet many teachers, especially outside major urban areas, have limited access to:

speaking workshops,
mentoring,
conversation partners,
or long-term professional development programs.

As a result, many continue trying to improve independently while still teaching full-time.

Many Teachers Are Afraid of Making Mistakes

This may be the most human part of the story.

Many teachers understand English academically.

But speaking confidently in front of students is another challenge entirely.

Some worry about:

pronunciation mistakes,
grammar errors,
limited fluency,
or being judged for not sounding “perfect.”

And despite those insecurities, they still show up in classrooms every day.

They still teach.

They still try.

They still encourage students to speak a language that they themselves are also continuing to learn.

Teachers Need Space to Learn Too

Perhaps the most important insight from the survey is this:

Teachers are not refusing to improve.

In fact, many actively want more opportunities to grow.

Around 89% of respondents said they still need training related to using English classroom language during teaching activities.

This suggests that the issue is not about willingness.

The issue is support.

Because improving English teaching quality is not simply about curriculum targets or digital platforms.

It is also about:

continuous teacher development,
safe learning environments,
practical training,
and systems that allow teachers to improve without fear of embarrassment.

The Problem Is Bigger Than Individual Teachers

This article is not about blaming teachers.

If anything, it highlights how much effort many educators are already making behind the scenes.

In classrooms across Indonesia, there are teachers quietly relearning skills, rebuilding confidence, and carrying responsibilities outside their original expertise — simply because students still need someone to teach.

And perhaps that is the reality we rarely talk about enough.

Behind ordinary English lessons, there are teachers who continue learning long after school hours end.

They are not only teaching.

They are also trying to grow alongside their students.