Working Conditions of Indonesian Remote Elementary School Teachers: A Qualitative Case Study in Southern Papua

Abstract

The quality of the teaching-learning process is determined not only by the qualifications and competence of teachers, but also by the school conditions in which they work. Teachers are clear about the working conditions that they need for them to be successful with students. A better working condition improves mood and concentration and provides an excellent working approach for teachers. This case study was intended to learn what working conditions teachers note as challenging while teaching in the remote elementary schools of Southern Papua. Seventeen teachers were willing to be interviewed to assist in answering the main inquiry question: “What are the most concerning aspects of working conditions that the remote elementary school teachers in Southern Papua have to deal with?” The study found four aspects of working conditions facing the remote elementary school teachers of Southern Papua, Indonesia, as the following: (a) school physical facilities and resources, (b) school principal, (c) salary and allowance, and (d) parents’ support and involvement. From the results, we recommend the need for the regional government of Southern Papua, Indonesia, to create and maintain good conditions for teachers to remain teaching the youth of nations in a quality manner.