Teacher Professionalism and the Learning Environment as Predictors of Foreign Language Learning Quality in Islamic Boarding Schools: An Empirical Study
Keywords:
Teacher Professionalism, Learning Environment, Foreign Language Quality, Islamic Boarding SchoolAbstract
Improving the quality of foreign language learning in Islamic educational institutions remains a critical yet underexplored challenge, particularly within the pesantren (Islamic boarding school) context. This study examines the extent to which teacher professionalism and the learning environment jointly and independently predict the quality of foreign language learning among students. Adopting a quantitative ex post facto research design, data were collected from 59 students at Al Kautsar Modern Islamic Boarding School, Banyuwangi, through a validated questionnaire. Descriptive statistics, classical assumption tests, multiple linear regression, and hypothesis testing were conducted using SPSS 25. The simultaneous F-test yielded F(2,56) = 6.793, p = .002, indicating a statistically significant joint influence of both predictor variables. Partial t-tests further confirmed independent significant effects: teacher professionalism (t = 3.035, p = .004) and the learning environment (t = 3.167, p = .002). The coefficient of determination (R² = .195) indicated that these two variables account for 19.5% of the variance in foreign language learning quality, while the remaining 80.5% is attributable to other variables outside the scope of this study. These findings underscore the critical importance of cultivating teacher professionalism and optimizing the learning environment as institutional strategies for advancing foreign language education within Islamic boarding schools. Practical implications for pesantren management, policymakers, and future research directions are discussed.
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