ISLAMIC BOARDING SCHOOL ENGLISH TEACHERS’ WORKLOAD AND THEIR TEACHING PERFORMANCE: A PHENOMENOLOGICAL STUDY

This study examined how English teachers experience workload and teaching performance in an Islamic boarding school in Indonesia. A phenomenological design was used with three teachers through interviews, reflective journals, and
supporting documents, analyzed with thematic analysis. The findings highlight four main points. First, heavy workload came from non-teaching tasks and many school or government programs, which took time, created urgent pressures, and disrupted lesson planning. Second, the most demanding workload was teaching and professional duties, as long hours, substitute teaching, and school management left
little energy for lesson preparation. Third, teachers managed workload through stress and time management, such as staying positive, taking breaks, seeking support, and making schedules. Fourth, lesson planning was the aspect most
affected, as heavy duties forced teachers to prepare last-minute or reuse simple materials, lowering lesson quality and student interest. Overall, extra non-teaching
duties and long working hours made workload heavier, while coping strategies helped teachers keep teaching, though planning remained the weakest point. The
findings suggest that school leaders should lessen non-teaching duties, give time for lesson planning, and support stress management so teachers can prepare better
lessons and make students more interested in learning.