THE RESILIENCE OF EFL TEACHERS IN REMOTE BORDER SCHOOLS: A CASE STUDY IN TUMOLBIL, TELEFOMIN DISTRICT PNG, AND KIWIROK PEGUNUNGAN BINTANG, PAPUA PROVINCE

T This thesis is presented

as a partial fulfillment of the requirements of

SARJANA PENDIDIKAN (S.Pd.)

in English Language Education

BY:

JECKY KALAKMABIN

202203510022

DEPARTMENT OF ENGLISH LANGUAGE EDUCATION

FACULTY OF EDUCATION AND LANGUAGE

ATMA JAYA CATHOLIC UNIVERSITY OF INDONESIA

2026

Copyright Statement

The copyright of this thesis rests with its author. No quotation and/or information derived from it may be published without the author's prior consent.

© Jecky Kalakmabin, 2026

STATEMENT OF WORK'S ORIGINALITY

I hereby declare that this thesis is my own work and, to the best of my knowledge, it contains no materials previously published or written by another person or substantial proportions of material that have been accepted for the award of any other degree at Atma Jaya Catholic University of Indonesia or other educational institution, except where due acknowledgement is made in the thesis.

Jakarta, July 01, 2026

Jecky Kalakmabin

THESIS ADVISOR’S APPROVAL FORM

This is to certify that the Sarjana thesis of Jecky Kalakmabin (202203510022) entitled “THE RESILIENCE OF EFL TEACHERS IN THE DIGITAL ERA IN REMOTE BORDER SCHOOLS: A CASE STUDY IN TUMOLBIL, PEGUNUNGAN BINTANG, PAPUA PROVINCE” has been approved by the thesis advisor for further approval by the Board of Examiners of the English Language Education Department, Faculty of Education and Language, Atma Jaya Catholic University of Indonesia.

Jakarta, July 1st, 2026

Thesis Advisor,

Dr. Li Kasih Elisabet Roostini, S. Pd., M. Hum.

NIP. 120101342

THESIS APPROVAL

This is to certify that

The Sarjana thesis of Jecky Kalakmabin (202203510022), entitled

“Resilience of EFL Teachers in Remote Border Schools: A Case Study in Tumolbil, Pegunungan Bintang, Papua"

has been reviewed, approved, and defended before

the Board of Examiners of the English Language Education Department,

Faculty of Education and Language,

Atma Jaya Catholic University of Indonesia.

Position Name Signature
Chairperson: Tia Xenia, M. Hum.

Secretary: Ani Yani, M.Hum

Examiner 1: Dr. Kasih Elisabet Roostini, M.Hum

Examiner 2: Dra. K.M. Widi Hadiyanti, M.Pd.

Examiner 3: Dr. Dora Angelina Aruan, M.Hum.

Acknowledged by:	Approved by:
Head of Department English Language Education	Associate Dean for Academic Affairs, Faculty of Education and Language
Dr. Kasih Elisabet Roostini, M. Hum.	Yanti, Ph.D.
NIP. 120 101 342	NIP. 120 041 106

Jakarta, July 12, 2026

ABSTRACT

RESILIENCE OF EFL TEACHERS IN THE REMOTE BORDER SCHOOLS: A CASE STUDY IN TUMOLBIL, PEGUNUNGAN BINTANG, PAPUA

By:

Jecky Kalakmabin, 202203510022

This study aimed to explore the challenges faced by EFL teachers in implementing digital-era teaching in remote border schools and to examine how these teachers demonstrate resilience under conditions of geographical isolation, limited infrastructure, and restricted technological access. The study was conducted in Tumolbil, Pegunungan Bintang Regency, Papua Province, Indonesia, a remote mountainous area near the border of Telefomin District, Papua New Guinea. The participants of this study were two male EFL teachers actively teaching in remote border schools in the research area. Data were collected using a Google Form questionnaire containing Likert-scale statements and open-ended questions, followed by semi-structured interviews. The findings were analyzed using thematic analysis based on Beltman's (2021) resilience framework and Mansfield's (2021) BriTE modules. The results revealed that both teachers experienced significant challenges related to geographical isolation, transportation difficulties, unstable electricity and internet connectivity, limited access to digital devices and teaching materials, and restricted opportunities for professional development.

Despite these challenges, both teachers demonstrated resilience through personal adaptation, creativity in utilizing available resources, collaboration with colleagues, and continued professional commitment. The study also found that teaching experience and institutional support significantly influenced teachers' ability to cope with challenges. Teacher A, with twelve years of experience and stronger institutional support, showed greater emotional stability and professional confidence compared to Teacher B, who had less than three years of experience and limited support. The findings highlight a substantial gap between national digital education policies and the realities faced by teachers in remote border schools. This study contributes to the literature on teacher resilience and EFL teaching by providing empirical evidence from an underrepresented context. The findings may inform policymakers, educational institutions, and teacher training programs in developing more context-sensitive and equitable educational policies for remote and marginalized communities in Indonesia.

Keywords: EFL teachers, digital-era, remote border schools, teacher resilience, challenges, Papua

xii; 98 pages; 5 tables; 1 figure

References: 45 (2003-2026)

ABSTRAK

KETAHANAN GURU EFL DI SEKOLAH TERPENCIL PERBATASAN: STUDI KASUS DI TUMOLBIL, PEGUNUNGAN BINTANG, PAPUA

Oleh:

Jecky Kalakmabin, 202 203 510 022

Penelitian ini bertujuan untuk mengeksplorasi tantangan yang dihadapi oleh guru EFL dalam mengimplementasikan pengajaran era digital di sekolah perbatasan terpencil dan untuk mengkaji bagaimana guru-guru tersebut menunjukkan resiliensi dalam kondisi isolasi geografis, keterbatasan infrastruktur, dan akses teknologi yang terbatas. Penelitian ini dilakukan di Tumolbil, Kabupaten Pegunungan Bintang, Provinsi Papua, Indonesia, sebuah daerah pegunungan terpencil di dekat perbatasan Distrik Telefomin, Papua New Guinea. Partisipan penelitian ini adalah dua guru EFL laki-laki yang aktif mengajar di sekolah perbatasan terpencil di daerah penelitian. Data dikumpulkan menggunakan kuesioner Google Form yang berisi pernyataan skala Likert dan pertanyaan terbuka, dilanjutkan dengan wawancara semi-terstruktur. Temuan dianalisis menggunakan analisis tematik berdasarkan kerangka resiliensi Beltman (2021) dan modul BriTE dari Mansfield (2021). Hasil penelitian menunjukkan bahwa kedua guru mengalami tantangan signifikan terkait isolasi geografis, kesulitan transportasi, ketidakstabilan listrik dan koneksi internet, akses terbatas terhadap perangkat digital dan materi pengajaran, serta terbatasnya kesempatan pengembangan profesional.

Meskipun menghadapi tantangan tersebut, kedua guru menunjukkan resiliensi melalui adaptasi personal, kreativitas dalam memanfaatkan sumber daya yang tersedia, kolaborasi dengan rekan sejawat, dan komitmen profesional yang berkelanjutan. Penelitian juga menemukan bahwa pengalaman mengajar dan dukungan institusional secara signifikan memengaruhi kemampuan guru dalam mengatasi tantangan. Guru A, dengan pengalaman dua belas tahun dan dukungan institusional yang lebih kuat, menunjukkan stabilitas emosional dan kepercayaan diri profesional yang lebih baik dibandingkan dengan Guru B yang memiliki pengalaman kurang dari tiga tahun dengan dukungan terbatas. Temuan ini menyoroti kesenjangan yang signifikan antara kebijakan pendidikan digital nasional dan realitas yang dihadapi guru di sekolah perbatasan terpencil. Penelitian ini berkontribusi pada literatur tentang resiliensi guru dan pengajaran EFL dengan memberikan bukti empiris dari konteks yang kurang terwakili. Temuan ini dapat memberikan informasi bagi pembuat kebijakan, institusi pendidikan, dan program pelatihan guru dalam mengembangkan kebijakan pendidikan yang lebih kontekstual dan berkeadilan bagi komunitas terpencil dan terpinggirkan di Indonesia.

Kata-kata kunci: Guru EFL, era digital, sekolah perbatasan terpencil, resiliensi guru, tantangan, Papua

xii; 98 halaman; 5 tabel; 1 gambar

Reference: 45 (2003–2026)

ACKNOWLEDGEMENTS

First, I would like to thank God because He has always been with me and gave me strength from the very beginning until I finally finished my thesis. Second, I would like to express my gratitude to my family, especially my parents, who have always supported me and prayed for me. Thank you for always persuading me that I can go through this and, in the end, finish my thesis. I also want to acknowledge my community in Tumolbil, whose lived experiences inspired this study. Then, my warmest appreciation goes to my thesis advisor, who has guided me with patience and wisdom throughout the research process. Thank you for your guidance. I have learned a lot during the process of writing this thesis. Thank you for taking so much time for me, always being patient, and for the support you gave to me.

Next, I would like to express my gratitude to the two EFL teachers who participated in this study, Teacher A and Teacher B. Your willingness to share your experiences, struggles, and resilience has made this research possible. Thank you for your dedication to education in remote border schools despite all the difficulties. I would also like to thank the school principals and communities in Tumolbil and Kiwirok for welcoming me and supporting this research. Your cooperation is deeply appreciated.

Finally, I would like to thank all of my friends, whom I cannot mention one by one, for giving me support and help during the process of making this thesis.

To close with, I, as the researcher, hope my study will be useful and informative to those who read it and want to carry out this kind of research. May this study contribute to improving educational equity for teachers and students in remote border areas of Indonesia.

Thank you.

Jecky Kalakmabin

This thesis is presented ............................................................................................i

Copyright Statement ................................................................................................ii

STATEMENT OF WORK'S ORIGINALITY ..........................................................iii

THESIS ADVISOR’S APPROVAL FORM .............................................................iv

THESIS APPROVAL ................................................................................................v

ABSTRACT ..............................................................................................................vi

ABSTRAK ................................................................................................................vii

ACKNOWLEDGEMENTS ......................................................................................viii

TABLE OF CONTENTS ...........................................................................................ix

LIST OF TABLES ......................................................................................................xi

CHAPTER I INTRODUCTION.. 1 ............................................................................01

1.1 Background of the Study .......................................................................................1
1.2 Statement of the Problem ......................................................................................4
1.3 Research Questions ...............................................................................................6
1.4 Objectives of the Study .........................................................................................7
1.5 Scope and Limitations ...........................................................................................8
1.6 Significance of the Study ......................................................................................10

CHAPTER II LITERATURE REVIEW .....................................................................02

2.1 Literature Review ..................................................................................................11
2.2 English as a Foreign Language (EFL) Teaching ...................................................13
2.3 Teachers' Resilience in the Digital Era in Remote Areas ......................................16
2.3.1 Defining Teacher Resilience ...............................................................................17
2.4 Teachers' Challenges in Remote Educational Contexts ..........................................18
2.4.1 Understanding Contextual Teaching Competencies ..............................................20
2.5 Challenges of EFL Teaching in the Remote Schools ...............................................21

CHAPTER III THEORETICAL FRAMEWORK AND RESEARCH METHODOLOG Y..03

3.1 Research Design ..........................................................................................................22
3.2 Research Methods ........................................................................................................23
3.3 Participants ...................................................................................................................25
3.4 Research Instruments and Data Collection ..................................................................26
3.5 Data Analysis ...............................................................................................................27
3.6 Ethical Considerations .................................................................................................29

CHAPTER IV FINDINGS AND DISCUSSION .................................................................04

4.1 Research Findings. .........................................................................................................31
4.1.1 Findings from the Personal Dimension of Resilience. ................................................35
4.1.3 Findings from the Infrastructure and Contextual Dimension .....................................38
4.1.5 Findings from Profession-Related Resilience. ............................................................41

CHAPTER V CONCLUSIONS. .........................................................................................05

REFERENCES. ...................................................................................................................49
APPENDICES. ....................................................................................................................51
STATEMENT OF WORK'S ORIGINALITY .....................................................................61

LIST OF TABLES

Table No. Page

Table 2.1 Dimensions of Teacher Resilience ………………………………………. 18

Table 3.1 Thematic Analysis Process ……………………………………………….38

Table 3.2 Example of Coding Process ……………………………………........... 39

Table 3.3 Final Themes and Corresponding Codes ………………………………… 40

Table 3.4 Ethical Considerations and Safeguards ………………………….......... 41

Table 4.1 Teachers' Resilience from the Personal Dimension ………………………………… 43

Table 4.2 Teachers' Resilience from the Interpersonal Dimension ………………………… 45

Table 4.3 Teachers' Resilience from the Infrastructure Dimension ………………………... 47

Table 4.4 Teachers' Responses to Infrastructure Challenges ………………………………… 48

Table 4.5 Teachers' Responses to Profession-Related Resilience …………………… 53

Table 5.1 Summary of Key Findings by Research Question ………………………. 61

LIST OF FIGURES

Figure No. Page

Figure 1.1 Map of Research Location: Tumolbil, Pegunungan Bintang, Papua…………….4

Figure 2.1 Conceptual Framework of Teacher Resilience in Remote Border Schools……...30

Figure 4.1 Thematic Map of Teacher Resilience in Remote Border Schools ………………… 41

Figure 4.2 Photograph: Exterior of Tumolbil School …………………………………………… 42

Figure 4.3 Photograph: Classroom Learning Environment……………………………………………43

Figure 4.4 Photograph: Teachers at the Research Site (Faces Blurred)………………………44

Figure 4.5 Photograph: Teaching and Learning Activities (Faces Blurred)……………….....50

Figure 4.6 Photograph: Traditional Teaching Methods Used in the Classroom… …………52

Figure 4.7 Photograph: Geographical Challenges—Mountainous Terrain ……………………55

CHAPTER I
INTRODUCTION

This chapter presents the introduction of the study. It discusses the background of the study, statement of the problem, research questions, objectives of the study, significance of the study, and the scope and limitations of the study. This chapter also explains why the reality of EFL teachers' resilience and teaching in remote border schools is important to investigate, particularly within the context of Tumolbil, Telefomin District, Papua New Guinea, and Kiwirok, Pegunungan Bintang, Papua.

1.1 Background of the Study

This study focuses on the challenges experienced by EFL teachers who work in remote border schools, particularly in Tumolbil, Telefomin District, Papua New Guinea, and Kiwirok, also in Pegunungan Bintang Regency. In this context, teaching English as a foreign language involves more than simply delivering classroom instruction. Teachers are expected to implement effective teaching approaches, yet they often work under conditions where internet access, electricity, digital devices, and institutional support remain limited or inconsistent. As a result, there is a noticeable gap between educational expectations and the realities faced in the classroom. In places like Tumolbil and Kiwirok, educational challenges are not only pedagogical but also geographical and infrastructural. Teachers must continue teaching in environments characterized by mountainous terrain, difficult transportation, and limited educational facilities. Therefore, understanding EFL teaching in this context requires attention not only to pedagogy but also to the everyday realities that shape teachers' experiences and resilience in remote border schools.

The rapid advancement of technology has fundamentally transformed educational practices worldwide. In contemporary education, technology integration has become an essential component of effective teaching and learning, with digital tools expected to enhance student engagement, facilitate access to information, and prepare learners for participation in a globalized society (Wang et al., 2024; Cao et al., 2024). Within English as a Foreign Language (EFL) instruction specifically, digital technologies offer unprecedented opportunities for authentic language exposure, interactive communication, and flexible learning experiences (Hockly, 2015). However, while many scholars emphasize the benefits of digital integration in language education, few studies critically examine how teachers in geographically isolated regions navigate the gap between these expectations and their daily classroom realities. This disconnect highlights a critical gap in understanding how educational policies translate into practice within contexts of infrastructural deprivation.

The implementation of digital learning is not experienced equally across all educational contexts. While schools in urban areas may have relatively stable internet access, digital devices, and educational infrastructure, many schools in remote regions continue to face serious limitations. This situation creates a gap between educational expectations and classroom reality. In remote border areas, teachers are often expected to follow national educational standards despite limited access to technology and supporting facilities. One of the regions that reflects this condition is Tumolbil, located in the Telefomin District, Papua New Guinea (PNG), near the border area of Kiwirok, Pegunungan Bintang, Papua Province, Indonesia. Geographically, Tumolbil is categorized as a remote mountainous area with limited transportation access, difficult terrain, unstable electricity, and restricted communication facilities.

These environmental conditions strongly influence educational activities and affect both teachers and students in their daily learning experiences. For many students and teachers, going to school is already a difficult journey before learning even begins. During the rainy season, these conditions cause some students to arrive late because the walking paths become slippery and difficult to pass, making the roads slippery and dangerous. As a result, physical exhaustion frequently becomes part of the learning process before classroom activities even begin. In some cases, classroom activities are also affected by unstable electricity and limited teaching materials.

My experience as a former student at Tumolbil Primary School illustrates these realities clearly. During my years as a student, the distance between my village and the school was far, but the challenge was not only about distance itself. I walked for hours through mountainous paths, crossing rivers and steep hills every morning. I usually woke up at around 4:00 a.m. and started walking before sunrise, crossing two rivers and walking through the mountains and hilly paths before arriving at school at approximately 6:30 a.m. By the time the lesson began, the day had already felt long. Students were often already physically tired. Looking back, I realize that students in remote areas often struggle with learning not only because of classroom limitations but also because physical exhaustion has already become part of their daily educational experience. These geographical challenges also influence teachers' teaching practices. Based on observation and experience, classroom instruction in Tumolbil still relies heavily on traditional teaching tools such as blackboards, chalk, handwritten notes, and printed textbooks. Access to digital devices and internet-based learning materials remains very limited.

In many discussions about digital education, technology integration is often presented as a standard requirement for modern teaching. However, such expectations may overlook the realities faced by teachers in isolated areas like Tumolbil and Kiwirok and under-resourced schools. The concept of "digital era" in the context of this study refers to the contemporary period characterized by widespread technological advancement and the expectation that educational practices should incorporate digital tools. However, for teachers in remote border schools, the "digital era" represents a significant disconnect between policy expectations and on-the-ground realities. Teachers in these contexts are expected to implement teaching approaches associated with the digital era, yet they lack the fundamental infrastructure, electricity, internet connectivity, and digital devices that would make such implementation possible. This contradiction forms the central tension explored in this study.

Previous studies have discussed various challenges related to digital learning and EFL teaching. According to Marzuki et al. (2025), teachers frequently encounter problems related to technological access, limited pedagogical support, and inadequate institutional guidance. Similarly, Al Khateeb and Son (2025) found that teachers often experience technical and instructional difficulties when implementing digital learning, particularly in contexts that require adaptation to local conditions. However, most previous studies were conducted in urban or semi-urban educational environments with relatively better access to infrastructure and technological support. Consequently, the reality experienced by teachers in remote border areas such as Tumolbil remains insufficiently explored. This suggests that current understandings of digital-era EFL teaching are predominantly based on well-resourced contexts, potentially overlooking how teachers in isolated regions negotiate educational expectations within infrastructural constraints.

In these contexts, educational challenges are not only technological in nature but also geographical, social, environmental, and structural. Factors such as transportation difficulties, limited facilities, isolation, and physical exhaustion all influence teaching and learning activities. Within the Indonesian educational context, these issues are increasingly important. Hoang (2024) explained that teachers' digital competence is closely connected to ICT self-efficacy, collaboration, and access to technological infrastructure. However, these resources are not distributed equally across regions, particularly in remote areas of Papua. Burhan et al. (2024) also emphasized that teachers in rural and isolated areas often have limited access to professional development and technological training opportunities, making adaptation to changing teaching practices more difficult.

The gap between urban and rural education systems also contributes to these challenges. Baharuddin and Burhan (2025) highlight that teachers in rural Indonesia frequently work under conditions characterized by limited resources, unclear educational policies, and minimal involvement in decision-making processes. For teachers in Tumolbil and Kiwirok, these issues are not theoretical discussions. They are part of everyday educational realities. In such conditions, teacher resilience becomes an important aspect to consider. Resilience refers to teachers' ability to adapt, remain committed, and continue teaching effectively despite experiencing various difficulties and pressures (Beltman et al., 2011; Day & Gu, 2014). In remote schools and under-resourced areas like Tumolbil and Kiwirok, resilience is reflected not only in personal motivation but also in teachers' ability to survive and continue supporting students' learning despite limited resources and challenging environmental conditions.

The rationale for using Beltman's (2021) resilience framework and Mansfield's (2021) BriTE modules in this study is grounded in their multidimensional approach to understanding teacher resilience. Unlike frameworks that focus solely on individual psychological traits, Beltman's framework recognizes that resilience operates across personal, interpersonal, and contextual dimensions. This multidimensional perspective is particularly relevant for examining resilience in remote border schools, where challenges are not merely personal but are shaped by geographical isolation, infrastructural deprivation, and institutional constraints. Mansfield's BriTE modules further provide a practical framework for examining the specific strategies and resources that teachers draw upon to sustain their professional commitment. Together, these frameworks enable a comprehensive analysis of how teachers navigate challenges across multiple levels, personal, relational, and structural, making them well-suited to the complex realities of remote border school contexts. These frameworks will be discussed in detail in Chapter II (Literature Review), but their relevance to the research questions necessitates introducing them in this chapter as the analytical lens for the study.

Teachers in Tumolbil and Kiwirok are often required to be flexible, creative, and persistent while working within highly constrained educational environments. They continue teaching despite limited internet access, lack of teaching facilities, difficult geographical conditions, and restricted institutional support. Their experience demonstrates that teaching in remote schools requires more than pedagogical competence alone; it also requires strong personal commitment and adaptation to local realities.

Based on these considerations, this study aims to explore the challenges and resilience of EFL teachers in remote border schools at Tumolbil and Kiwirok, Pegunungan Bintang, Papua Province. By using a qualitative case study approach, this study seeks to understand how teachers experience educational demands, the factors influencing these challenges, and the strategies teachers use to adapt and sustain their teaching practices within contexts of geographical isolation and limited technological access. It is expected that the findings of this study will contribute to a deeper understanding of EFL teaching in remote areas and provide insights for the development of more inclusive, realistic, and context-sensitive educational practices and policies, particularly for marginalized and under-resourced communities in Indonesia.

1.2 Statement of the Problem

The integration of technology into English language teaching has become an important expectation in contemporary education. Teachers are increasingly encouraged to utilize digital platforms, online resources, and technology-based instructional approaches to support students' learning experiences and improve educational outcomes. According to Ertmer and Ottenbreit-Leftwich (2010), effective technology integration requires not only access to technological resources but also teachers' confidence, competence, and institutional support. However, the implementation of digital learning remains challenging in many remote and border regions where access to technology is limited.

In remote areas such as Tumolbil and Kiwirok, Pegunungan Bintang, Papua Province, EFL teachers continue to teach under conditions characterized by geographical isolation, limited internet connectivity, unstable electricity supply, inadequate educational facilities, and restricted access to professional resources. These conditions create significant barriers for teachers in implementing effective teaching practices. While technology is increasingly recognized as an essential component of modern education, the realities of remote schools indicate that unequal access to infrastructure and resources may hinder teachers' ability to meet these expectations.

In addition to technological limitations, teachers in remote border schools face various environmental and structural challenges that affect their professional practices. Transportation difficulties, mountainous geographical conditions, long travel distances, and limited opportunities for professional development further influence teaching and learning activities. Despite these challenges, teachers are still expected to achieve curriculum standards and adapt to educational demands.

Previous studies have examined technology integration in EFL teaching and teacher resilience in different educational contexts (Ertmer & Ottenbreit-Leftwich, 2010; Beltman, 2021), yet most of these studies were conducted in urban or relatively well-resourced settings. Consequently, the experiences of EFL teachers working in remote border schools remain underrepresented in the literature. Existing studies have highlighted the importance of technology integration and teacher resilience; however, limited research has explored how EFL teachers in remote border schools experience challenges and develop resilience within contexts characterized by geographical isolation and limited resources. As a result, the experiences of teachers in remote border schools remain underrepresented in educational research. There is still limited understanding of how teachers in isolated areas experience, manage, and respond to the challenges of teaching.

While previous research has examined teacher resilience and digital competence separately, few studies have investigated how these constructs intersect in remote border school contexts where both geographical isolation and technological deprivation coexist. More critically, the existing literature has not adequately addressed how teachers in these settings maintain professional commitment and pedagogical effectiveness when infrastructural limitations systematically undermine educational expectations. This represents a significant research gap that this study aims to address. Therefore, this study focuses on exploring the challenges faced by EFL teachers in remote border schools at Tumolbil and Kiwirok and understanding how they demonstrate resilience while teaching under limited and difficult conditions. The study conceptualizes resilience as a dynamic, multidimensional process rather than a fixed personality trait, examining how personal, interpersonal, and contextual factors interact to enable teachers to persist and adapt in challenging circumstances.

1.3 Research Questions

Based on the background of the study and statement of the problem, this research is guided by the following questions:

1. What are the technological, pedagogical, environmental, and institutional challenges faced by EFL teachers in implementing digital-era teaching in remote border schools in Tumobili, Pegunungan Bintang, Papua?

2. What factors influence the challenges experienced by EFL teachers in remote and under-resourced schools?

3. How do EFL teachers respond to, adapt to, and cope with the challenges of digital-era teaching practices in remote border schools?

1.4 Objectives of the Study

This study aims to explore the challenges faced by EFL teachers in remote border schools in Tumolbil and Kiwirok, using a qualitative case study approach. Specifically, the objectives of this study are the following:

1. To identify and describe the technological, pedagogical, environmental, and institutional challenges faced by EFL teachers in remote border schools.

2. To analyze the factors influencing the challenges experienced by teachers in remote and under-resourced schools.

3. To examine how EFL teachers respond to, adapt to, and cope with the challenges of teaching in remote border schools.

1.5 Scope and Limitations.

1.5.1 Scope of the Study

This study adopts a qualitative case study approach to explore the challenges and resilience of EFL teachers in remote border schools. The study focuses on EFL teachers working in Tumolbil and Kiwirok, located in Pegunungan Bintang Regency, Papua Province, Indonesia, near the border region of Telefomin District, Papua New Guinea. These areas are characterized by geographical isolation, mountainous terrain, limited transportation access, unstable internet connectivity, and restricted technological infrastructure. Such conditions make them relevant settings for examining the realities of teaching in remote and under-resourced educational contexts. The participants of this study are EFL teachers who are actively teaching in schools within these areas. They provide information about:

· The technological, pedagogical, environmental, and institutional challenges faced by EFL teachers in remote border schools;

· The factors that influence these challenges within remote educational settings;

· Teachers' resilience and coping strategies in responding to educational limitations;

· The ways teachers adapt their teaching practices to support students' learning despite limited resources and technological access.

By focusing on these aspects, the study aims to provide an in-depth and contextualized understanding of EFL teaching realities in remote border schools and contribute to discussions on educational equity, teacher resilience, and educational inclusion.

1.5.2 Limitations of the Study

This study has several limitations that should be considered when interpreting the findings. First, the study is conducted within a specific geographical context, namely Tumolbil and Kiwirok in Pegunungan Bintang Regency, Papua Province. Therefore, the findings reflect the realities of these remote border areas and may not fully represent all EFL teaching contexts in Indonesia or other regions. Second, the study employs a qualitative case study approach involving a limited number of participants. The purpose of the study is to gain a rich and in-depth understanding of teachers' experiences rather than to produce statistically generalizable findings. Third, the findings are closely connected to the unique social, geographical, environmental, and infrastructural conditions of the research setting. Different educational contexts may produce different experiences, challenges, and adaptation strategies. Fourth, data collection was influenced by limited internet connectivity in the research area. Because stable internet access was often unavailable, participants occasionally experienced difficulties completing and submitting online questionnaires. As a result, some responses to open-ended questions may not have been as detailed as expected. Finally, as with most qualitative studies, the interpretation of data may be influenced by the researcher's perspectives and experiences.

1.6 Significance of the Study

This study is expected to contribute theoretically, practically, and socially to the field of English language education, particularly in understanding the challenges and resilience of EFL teachers in remote border schools. Theoretical Significance: This study contributes to the growing body of literature on teacher resilience, EFL teaching, and educational studies by providing empirical evidence from a remote border context, specifically Tumolbil and Kiwirok, Pegunungan Bintang, Papua. While previous studies have largely focused on urban or well-resourced educational settings, this study offers a deeper understanding of how EFL teachers adapt to and overcome challenges in geographically isolated areas. This research extends existing resilience frameworks by applying them to a context characterized by extreme infrastructural deprivation, thereby testing the applicability of current theoretical models beyond their original contexts. The findings are expected to enrich discussions on teacher resilience and contextualized pedagogy in underrepresented educational environments.

Practical Significance: The findings are expected to provide valuable insights for EFL teachers, teacher educators, school leaders, and educational institutions regarding the realities of teaching English in remote border schools. The study may assist teachers in identifying effective coping strategies and resilience-building practices when facing limited technological resources, inadequate infrastructure, and professional challenges. Furthermore, the results may support teacher training institutions in developing more relevant professional development programs tailored to the needs of educators working in remote and disadvantaged regions.

Social and Policy Significance: This study highlights the educational challenges and inequalities experienced by teachers and students in remote border areas of Indonesia. By bringing attention to the experiences of EFL teachers in Tumolbil and Kiwirok, Pegunungan Bintang, the study may encourage policymakers, educational stakeholders, and local governments to develop more equitable educational policies and improve access to technological infrastructure, learning resources, and teacher support systems. Ultimately, this study seeks to contribute to broader efforts to enhance the quality, accessibility, and sustainability of English language education in remote border schools and marginalized communities across Indonesia.

CHAPTER II
LITERATURE REVIEW

This chapter reviews the theories and previous studies related to EFL teachers' resilience and digital competencies in remote educational contexts. It provides the conceptual and theoretical foundations that support the present study and explains how these concepts relate to the realities experienced by teachers in remote border schools such as Tumolbil, Telefomin District, Papua New Guinea, and Kiwirok, Pegunungan Bintang, Papua. The discussion covers English as a Foreign Language (EFL) teaching, digital competencies, teacher resilience, challenges of technology integration in remote schools, and previous studies related to the topic.

This chapter is important because discussions about digital learning are often dominated by perspectives from urban schools where access to infrastructure and technology is relatively stable. In contrast, teachers in remote areas frequently work under difficult conditions where electricity, internet access, transportation, and teaching facilities remain limited. Therefore, understanding EFL teaching in remote schools requires attention not only to pedagogy and technology but also to geographical, social, and environmental realities.

2.1 Literature Review

A literature review is an important part of academic research because it provides theoretical and empirical foundations for a study. According to Creswell and Creswell (2018), reviewing literature helps researchers identify relevant theories, recognize research gaps, and understand how previous studies contribute to current knowledge. In this study, the literature review focuses on EFL teaching, teacher resilience, and educational challenges in remote educational settings.

Education in the contemporary era has undergone major transformations due to rapid technological development. Educational institutions are increasingly expected to integrate digital tools into teaching and learning activities. In language education, digital technology allows students to access authentic materials, interact with global communities, and participate in more flexible learning experiences. However, these opportunities are not equally accessible in all educational contexts. Research has shown that educational inequality remains a significant issue in many developing regions. Schools in urban areas generally have better infrastructure, internet access, and teacher training opportunities compared to schools in rural and remote regions. This disparity suggests that implementing digital learning in remote schools often involves challenges that go beyond technical issues, encompassing structural and geographical barriers that current policy frameworks frequently overlook.

In the context of remote border areas such as Telefomin District and Kiwirok, EFL teaching is influenced by geographical isolation, transportation difficulties, and limited educational resources. Teachers in these contexts are required not only to teach effectively but also to adapt continuously to difficult environmental conditions. Therefore, the concepts of resilience and contextual adaptation become highly relevant in understanding teachers' experiences in remote schools.

2.2 English as a Foreign Language (EFL) Teaching

English as a Foreign Language (EFL) refers to the teaching and learning of English in countries where English is not used as the primary language of communication. According to Richards and Rodgers (2014), EFL teaching aims to help learners develop communicative competence through listening, speaking, reading, and writing skills. English has become increasingly important because it supports international communication, academic development, and global employment opportunities. However, while English proficiency is often framed as essential for economic mobility and global participation, this perspective may not fully account for the complex sociolinguistic realities of remote communities where local languages and cultural practices hold primary importance. This tension between global aspirations and local linguistic realities creates a significant challenge for EFL teachers in border areas, where students may have minimal exposure to English outside the classroom and limited instrumental motivation for learning the language.

Krashen's (1985) input hypothesis suggests that language acquisition develops more effectively when learners are exposed to meaningful and understandable language input slightly above their current level of proficiency. In EFL classrooms, this idea highlights the importance of creating supportive and communicative learning environments where students can interact with language naturally. While this theoretical perspective has been influential in shaping communicative approaches to language teaching, its applicability in contexts where students have minimal exposure to English outside the classroom remains underexplored. This is particularly relevant for remote border schools where students' daily interactions occur primarily in local languages and where authentic English input is virtually absent.

Modern EFL teaching increasingly emphasizes student-centered learning. According to Littlewood (2011), communicative language teaching encourages learners to participate actively in classroom interaction and collaborative activities. Teachers are expected to facilitate learning environments where students can use language meaningfully rather than relying solely on memorization. This student-centered approach aligns with constructivist perspectives on learning, yet its implementation becomes particularly challenging when teachers lack resources and institutional support. The emphasis on communicative competence presupposes opportunities for authentic language use that may not exist in remote contexts where English has no practical function in daily life.

Technology has also become an important element in EFL instruction. Digital tools such as multimedia applications, online videos, language-learning platforms, and virtual communication can provide authentic learning experiences and increase students' motivation. Hockly (2015) argues that technology can make language learning more interactive and accessible for learners. However, implementing technology-based EFL teaching in remote schools remains difficult. The assumption that technology enhances language learning implicitly requires stable infrastructure, digital literacy, and consistent access—conditions that are absent in many remote educational contexts.

In many remote areas, access to internet connectivity, digital devices, and educational resources is still limited. As a result, teachers often rely on traditional teaching methods such as blackboards, printed materials, and handwritten notes. Despite these challenges, teachers continue to demonstrate creativity and commitment in supporting students' learning. This situation indicates that effective EFL teaching in remote schools depends not only on technological availability but also on teachers' adaptability, creativity, and resilience in responding to educational challenges. The gap between idealized digital pedagogies and on-the-ground realities suggests that teacher adaptability may be more critical than technological infrastructure in sustaining EFL instruction in remote contexts.

2.3 Teachers' Resilience in the Digital Era in Remote Areas

2.3.1 Defining Teacher Resilience

Teacher resilience refers to the ability of teachers to adapt, remain committed, and continue teaching effectively despite facing difficult conditions. Resilience has been defined as "the process of, capacity for, or outcome of successful adaptation despite challenging or threatening circumstances" (Masten et al., 1990, as cited in Dworkin, 2009, p. 501). Similarly, Gyasi and Sun (2026) explain resilience as an adaptive capacity developed through interactions between individuals and their environments. Other scholars view resilience as the ability to recover from pressure, maintain motivation, and identify solutions in difficult situations. Mansfield et al. (2012, as cited in Liu & Chen, 2025) identify four important dimensions of teacher resilience: teaching practice, emotional regulation, motivation, and social interaction. This multidimensional perspective is valuable for understanding how resilience operates in different educational contexts, as it acknowledges that resilience encompasses not only personal attributes but also professional practices and social relationships.

For the purposes of this study, resilience is conceptualized as a dynamic, context-dependent process rather than a fixed personality trait. This process involves the interaction between individual teachers' personal resources (such as motivation, emotional regulation, and adaptability) and contextual resources (such as institutional support, social relationships, and available materials). Resilience is demonstrated when teachers are able to maintain their professional commitment and teaching effectiveness despite experiencing significant challenges. This conceptualization is particularly important for understanding resilience in remote contexts, where systemic inequalities and structural constraints shape teachers' capacity to persist.

2.3.2 Dimensions of Teacher Resilience

Table 2.1: Dimensions of Teacher Resilience

Dimension	Description	Examples in Remote Contexts
Teaching Practice	Ability to maintain effective instruction despite challenges	Adapting materials, using locally available resources
Emotional Regulation	Managing emotional responses to stress and difficulties	Maintaining motivation, coping with isolation
Motivation	Sustained commitment to teaching profession	Continuing to teach despite limited rewards
Social Interaction	Building supportive professional relationships	Collaborating with colleagues, engaging with community

(Source: Adapted from Mansfield et al., 2012)

This multidimensional framework is particularly relevant for understanding resilience in remote educational contexts because it recognizes that resilience operates across personal, professional, and social levels. However, these dimensions are not equally accessible to all teachers; the availability of social support, professional development opportunities, and institutional resources significantly shapes teachers' capacity to develop resilience across these dimensions. Teacher resilience has become increasingly important because teachers are expected to adapt continuously to educational changes, technological demands, and institutional expectations. In remote schools, these challenges are often intensified by environmental and infrastructural limitations. Teachers may face geographical isolation, limited facilities, transportation difficulties, and inadequate professional support. This suggests that resilience in remote contexts cannot be understood solely as an individual psychological trait; rather, it must be examined as a dynamic process shaped by environmental conditions and available resources.

2.3.3 Resilience in Remote Educational Contexts

Several studies have examined teacher resilience in remote educational contexts. Khatima et al. (2025) conducted an ethnographic study in a remote junior high school in Southeast Sulawesi and found that EFL teachers experienced difficulties in finding suitable teaching materials because the national curriculum did not fully accommodate local multilingual realities. However, teachers demonstrated resilience through creativity and adaptability in adjusting learning materials to students' contexts. This finding highlights how resilience manifests as pedagogical improvisation when formal resources are inadequate. It suggests that teachers in remote contexts develop localized strategies that may not be captured by standardized measures of teaching effectiveness.

Similarly, Nurwidodo et al. (2017) found that teachers in remote island areas showed resilience through optimism and positive attitudes despite difficult working conditions. Rizqi (2017) also reported that an EFL teacher maintained professional commitment despite experiencing stress caused by curriculum changes and administrative pressures. Another study conducted by Taopan et al. (2026) explored novice English teachers' experiences in implementing Technological Pedagogical Content Knowledge (TPACK) in remote schools on Alor Island. The study revealed that teachers adapted creatively by shifting from high-technology approaches to low-technology or even no-technology teaching practices depending on available resources. This finding is particularly significant because it demonstrates that resilience in remote contexts often involves strategic downgrading of technological expectations rather than attempted adherence to idealized digital practices. This suggests that resilience frameworks should recognize adaptive downgrading as a legitimate form of professional competence rather than a deficit.

These studies demonstrate that resilience in remote educational contexts involves more than personal motivation. It also reflects teachers' ability to adapt pedagogically, emotionally, and professionally within difficult environments. In remote border areas such as Telefomin District and Kiwirok, resilience becomes essential because teachers frequently negotiate between educational expectations and practical realities. While existing studies have contributed important insights into teacher resilience in remote settings, few have examined resilience specifically in border contexts where geographical isolation, cross-border dynamics, and infrastructural deprivation intersect. This gap is significant because border schools face unique challenges related to national identity, cross-cultural communication, and policy neglect that may require distinctive resilience strategies.

2.4 Teachers' Challenges in Remote Educational Contexts

2.4.1 Understanding Contextual Teaching Competencies

Technological transformation has significantly changed educational practices worldwide. Teachers are increasingly expected to develop digital competencies to support effective teaching and learning processes. According to Wang et al. (2024), digital teaching competencies are becoming more complex because education today requires interdisciplinary knowledge, digital literacy, communication skills, and professional adaptability. Digital competencies involve not only technical skills but also the ability to integrate technology meaningfully into classroom instruction. Teachers are expected to manage digital resources, facilitate online learning, and create interactive educational experiences for students. Cao et al. (2024) describe teaching competencies from psychological, pedagogical, and sociological perspectives related to teachers' cognitive abilities, instructional practices, and social interactions.

However, the discourse on digital competencies often assumes that teachers have access to functional infrastructure and ongoing professional development. This assumption is problematic because it fails to account for the substantial variation in educational infrastructure across regions. In remote contexts, teaching competencies may be irrelevant or impossible to develop when basic technological resources are absent. This suggests that competence frameworks need to be contextualized to recognize locally relevant skills such as resourcefulness, improvisation, and adaptation rather than imposing universal standards.

In remote educational settings, pursuing digital competencies is particularly challenging. Teachers working in remote schools often face unstable electricity, poor internet connectivity, lack of digital devices, and limited access to professional training. Environmental factors such as difficult weather conditions and transportation barriers may also affect teachers' opportunities for professional development. According to Cao et al. (2024), teaching competencies are highly situational because teachers must adapt continuously to changing educational and social contexts. In remote border schools, this situation becomes more complex because technological demands are often inconsistent with infrastructural realities. Teachers are required to implement digital learning despite having minimal technological support. This contradiction between policy expectations and material realities creates what might be termed a "digital implementation gap"—the distance between what teachers is expected to do and what their contexts permit. This gap is not merely technical but fundamentally structural, requiring policy attention rather than individual remediation.

Teacher well-being is also closely connected to contextual teaching competencies. Ferreira (2022) argues that teachers' well-being influences their professional performance, motivation, and ability to develop competencies. Positive relationships with colleagues, supportive leadership, and conducive teaching environments can help teachers improve their teaching practices. This suggests that improving teaching competencies in remote contexts requires attention not only to technical training but also to the broader institutional and social conditions that affect teacher well-being and professional development. One important strategy for developing professional competencies is reflective teaching. Ferreira (2022) explains that reflective practice allows teachers to evaluate their instructional methods and identify ways to improve learning outcomes. Similarly, Mellegard (2024) emphasizes that reflective thinking helps teachers reconsider classroom practices, strengthen professional beliefs, and identify possibilities for change and development. In remote contexts, where formal professional development opportunities are limited, reflective practice may serve as an accessible and sustainable mechanism for professional growth.

2.5 Challenges of EFL Teaching in the Remote Schools

The contemporary era has introduced significant changes in educational practices, including EFL teaching. However, integrating technology into language learning also creates many challenges, especially in remote educational contexts. Research has identified several barriers related to technological access, pedagogical adaptation, institutional support, and geographical limitations. One major challenge is limited technological infrastructure. Many remote schools lack stable internet connectivity, electricity, and digital devices necessary for technology-based learning. Without adequate infrastructure, implementing online or digital learning becomes difficult. Teachers may need to depend on traditional teaching approaches despite policy expectations encouraging digital integration. This infrastructural deficit is not merely a technical issue; it fundamentally shapes the pedagogical possibilities available to teachers and the learning experiences of students.

Another challenge relates to pedagogical adaptation. Teachers are expected to integrate technology effectively while maintaining students' engagement and interaction. However, many teachers in remote areas receive limited training in digital pedagogy. As a result, they may feel uncertain about how to apply technology meaningfully in classroom instruction. Educational inequality between urban and remote schools further intensifies these difficulties. Urban schools generally have better access to infrastructure, professional development programs, and technological resources, while remote schools continue to face basic educational shortages. This gap creates differences in learning opportunities and educational quality.

Geographical conditions also contribute to educational challenges in remote border areas. Teachers and students may need to travel long distances through mountainous terrain before reaching school. Weather conditions, transportation limitations, and environmental isolation can affect attendance and learning activities. Under such circumstances, maintaining regular teaching practices already requires significant effort and commitment. Despite these limitations, many teachers continue teaching with dedication and creativity. Teachers often adapt instructional materials, maximize available resources, and develop alternative teaching strategies suitable for local conditions. This demonstrates the important role of teacher resilience in sustaining educational practices within difficult environments.

2.6 Previous Studies

Previous studies have explored various aspects of digital learning, teacher resilience, and EFL teaching in remote educational settings. These studies provide valuable insights into the opportunities and challenges experienced by teachers in the contemporary era. Marzuki et al. (2025) found that EFL teachers frequently experience difficulties related to limited technological access, pedagogical adaptation, and institutional support. Similarly, Al Khateeb and Son (2025) highlighted that teachers often struggle to implement digital learning effectively because of technical and instructional limitations. Hoang (2024) emphasized the importance of ICT self-efficacy, collaboration, and infrastructure in supporting teachers' digital competence. However, access to these resources remains uneven in remote educational contexts. Burhan et al. (2024) also reported that teachers in rural schools often have limited opportunities for professional development and digital training. Baharuddin and Burhan (2025) argued that teachers in rural Indonesia frequently work under constrained conditions, including limited resources and unclear policy implementation. In remote border areas, these challenges become part of teachers' daily professional experiences.

Research on teacher resilience also demonstrates the importance of adaptability and professional commitment in difficult educational environments. Studies conducted by Khatima et al. (2025), Nurwidodo et al. (2017), Rizqi (2017), and Taopan et al. (2026) show that teachers in remote areas often sustain teaching practices through creativity, optimism, and contextual adaptation. While these studies contribute important knowledge regarding EFL teaching and digital competencies, most previous research has focused on rural or remote areas within Indonesia. More critically, limited research has specifically examined the intersection of teacher resilience and digital competencies in remote border areas where both geographical isolation and cross-border dynamics create unique educational challenges. The existing literature tends to treat resilience and digital competence as separate constructs, rarely investigating how they interact when teachers must simultaneously navigate physical isolation and technological deprivation.

Furthermore, most studies have been conducted in contexts where some level of technological infrastructure exists, leaving a significant gap in understanding how teachers maintain professional effectiveness in settings where digital resources are almost entirely absent. Therefore, this study seeks to fill this research gap by exploring the lived experiences of EFL teachers working in geographically isolated border schools. This study aims to understand how teachers adapt, sustain motivation, and develop teaching practices within environments characterized by infrastructural limitations and educational inequality.

2.7 Conceptual Framework

Based on the integration of the teacher resilience frameworks of Beltman (2021) and Mansfield (2021), the conceptual framework of this study can be summarized as follows:

Figure 2.1: Conceptual Framework: EFL Teacher Resilience in Remote Border School

The arrows flow from Challenges → Resilience Dimensions → Coping Strategies, with bidirectional arrows indicating that coping strategies also influence how challenges are perceived and managed. This framework is adapted from Beltman's (2021) multidimensional resilience model and Mansfield's (2021) BriTE modules. The framework demonstrates that teachers in remote border schools face interconnected challenges across technological, pedagogical, environmental, and institutional domains. These challenges activate various resilience dimensions—personal, interpersonal, contextual, and professional—which in turn inform the coping strategies that teachers employ. The framework also acknowledges that coping strategies can reshape how teachers perceive and respond to challenges, creating a dynamic, recursive process rather than a linear one.

The conceptual framework illustrates the interconnected nature of the constructs examined in this study. The framework posits that EFL teachers in remote border schools face multiple challenges (technological, pedagogical, environmental, and institutional) that interact with their resilience dimensions (personal, interpersonal, and contextual) to produce coping strategies (adaptation, creativity, collaboration, and professional commitment). The bidirectional arrows indicate that the relationship between these constructs is dynamic and reciprocal: coping strategies influence how challenges are perceived and managed, while resilience dimensions shape both the experience of challenges and the effectiveness of coping strategies.

The framework integrates Beltman's (2021) four perspectives on teacher resilience:

· Person-based models focusing on individual qualities and attributes

· Process-based models examining strategies and coping mechanisms

· Context-based models considering environmental and systemic factors

· Systems-based models recognizing interactions across multiple levels

This integration is complemented by Mansfield's (2021) BriTE dimensions:

· Building Resilience: Awareness and understanding of resilience

· Relationships: Supportive connections with colleagues, students, and community

· Well-being: Physical, emotional, and mental health

· Taking Initiative: Proactive coping and problem-solving

· Emotions: Emotional regulation and awareness

This framework guided the development of research instruments, data collection, and analysis in this study, ensuring that the research systematically examined both the challenges teachers face and the strategies they employ to sustain their professional practice in remote border school contexts.

CHAPTER III
THEORETICAL FRAMEWORK AND RESEARCH METHODOLOGY

This chapter explains the research methodology used in this study. It discusses the research design, research methods, participants, instruments and data collection techniques, and data analysis procedures. The methodology was designed to explore the experiences, resilience, and digital competencies of EFL teachers working in remote border schools in Tumobili. The study focuses on understanding how teachers continue teaching EFL despite geographical isolation, limited educational infrastructure, and restricted access to technology. Therefore, this study uses a qualitative approach to capture those experiences in greater detail and context.

3.1 Research Design

This study focuses on a qualitative approach with a case study design. A qualitative approach is considered appropriate because the purpose of the study is to understand the experiences, perceptions, and challenges faced by EFL teachers in remote school contexts. This qualitative research focuses on exploring EFL teachers' experiences and interpreting meanings within natural contexts rather than measuring variables statistically. According to Creswell and Poth (2018), qualitative research is suitable for studies that seek to understand participants' perspectives and lived experiences in depth. In this study, the researcher aims to explore how teachers experience teaching English in geographically isolated schools and how they adapt to limited technological and educational resources.

This study specifically applies a case study design. Yin (2018) explains that a case study design is useful for investigating a contemporary phenomenon within its real-life context. The "case" in this study refers to EFL teachers working in remote border schools in Tumolbil, Telefomin District, Papua New Guinea, and Kiwirok, Pegunungan Bintang, Papua Province. From a contextual perspective, the case study approach helps the researcher understand how geographical realities influence classroom practices. In Tumolbil, for example, schools are surrounded by steep mountains, rivers, forests, and isolated settlements. Transportation is very limited, and some students must walk long distances before reaching school. These realities shape not only students' learning experiences but also teachers' professional practices.

The case study design fits this topic because the research focuses on a specific educational context where teachers face unique challenges related to geographical isolation, limited infrastructure, unstable internet access, and lack of digital facilities. These conditions influence both classroom practices and teachers' professional experiences. Therefore, the case study design allows the researcher to examine the relationship between teaching practices and the surrounding social and environmental realities in a detailed and contextual way. Furthermore, this design supports the focus of the study, namely teacher resilience and contextual teaching competencies. Teaching English in remote areas requires teachers not only to deliver lessons but also to adapt continuously to difficult situations. The study therefore seeks to understand how teachers maintain professional commitment and continue supporting students despite challenging conditions.

3.2 Research Methods

This study was conducted in two remote border schools located in Tumolbil, Telefomin District, Papua New Guinea, and Kiwirok, Pegunungan Bintang, Papua Province. These areas are known for their geographical isolation and limited educational facilities. Tumolbil is located in a remote border region surrounded by mountains, tropical rainforests, rivers, and hills, where transportation access to schools is extremely difficult. Both teachers and students need to walk distances for an hour through steep mountain paths and forests to reach the school. Electricity and internet access are inconsistent, and digital learning facilities are very limited. Classroom instruction still relies heavily on traditional teaching materials such as blackboards, textbooks, handwritten materials, and printed textbooks. Similarly, Kiwirok is in a remote mountainous region with difficult transportation routes and limited access to communication networks and educational resources.

Based on my personal experience as a former student at Tumolbil Primary School, it also provides contextual understanding of the educational realities in this area. As a former student in this area, I had previously experienced the daily challenges of walking long distances through mountain paths and hills and crossing rivers before sunrise in order to attend school, illustrating how geographical conditions affect students' physical readiness and learning experiences. The geographical isolation of these areas creates significant educational challenges. Electricity and internet access are often unstable or unavailable. Classroom instruction still relies mainly on traditional teaching methods such as blackboards, printed materials, and handwritten notes. The limited availability of digital devices also affects teachers' ability to integrate technology into English language teaching. These schools were selected because they reflect challenges that are closely related to the experiences of teachers who continue teaching under difficult working conditions and the realities faced by teachers in under-resourced remote schools. In addition to infrastructural limitations, geographical conditions also influence students' learning experiences. The schools also provide a relevant context for investigating teacher resilience and teaching competencies because they reflect the gap between modern educational expectations and the realities faced by teachers in under-resourced areas.

3.3 Participants

The participants of this study were two male EFL teachers working in two different schools in Tumolbil and Kiwirok. Both participants were selected purposively because they met the criteria relevant to the objectives of the study. Teacher A is below 35 years old and has approximately 12 years of teaching experience. Teacher B is also below 35 years old and has fewer than three years of teaching experience. Both teachers teach multiple subjects, including basic English, mathematics, science, and religion, at elementary school levels. Teacher B additionally teaches junior high school, which is grades 7 to 8. Both teachers live far from their schools. Teacher A walks through mountainous areas to reach school, while Teacher B walks approximately two kilometers daily. Both schools use the Papua New Guinea national curriculum and have limited educational facilities.

However, Teacher B's school has limited internet or Wi-Fi access, although the connection remains unstable because of the mountainous location. Teacher A uses English and Pidgin in classroom instruction and daily communication, whereas Teacher B primarily uses English for teaching and combines English with Pidgin for daily interaction. These participants were considered appropriate because they could provide rich information regarding resilience, teaching practices, and professional adaptation in remote educational contexts. To maintain confidentiality, pseudonyms were used instead of participants' real names.

3.4 Research Instruments and Data Collection

This study used questionnaire instruments to collect qualitative data, including a Google Form questionnaire. The relationship between these instruments was designed to be complementary: the questionnaire provided structured data on teachers' self-reported resilience and challenges across multiple dimensions while allowing for deeper exploration and contextual understanding of the questionnaire responses.

3.4.1 Google Form Questionnaire

The questionnaire was distributed using Google Forms. It consisted of three sections: participants' biodata, 20 Likert-scale statements, and open-ended questions. The questionnaire was designed to gather information about teachers' resilience, competencies, teaching experiences, and professional challenges in remote schools. The questionnaire served as the primary data collection instrument, providing both quantitative (Likert-scale) and qualitative (open-ended) data that established the foundation for the questionnaire.

3.4.2 Likert-Scale Statements

The questionnaire included 20 Likert-scale statements using a four-point scale: Strongly Agree, Agree, Disagree, and Strongly Disagree. The questionnaire items were developed based on Mansfield's (2021) BriTE modules and Beltman's resilience framework. The statements focused on teachers' resilience, professional adaptation, emotional regulation, contextual competencies, institutional support, teaching practices, and classroom challenges. The open-ended questions help the researcher understand participants' perspectives and self-evaluations regarding their professional experiences, resilience perceptions, and coping strategies more freely and deeply.

3.4.3 Open-Ended Questions

The questionnaire also included open-ended questions to allow participants to explain their experiences more freely and in greater depth. Through these questions, participants described the challenges they faced, their coping strategies, and their views on teaching English in remote schools. The open-ended responses provided detailed qualitative information that could not be fully captured through fixed-response statements. These responses also informed the development of interview questions by identifying areas requiring further exploration.

3.5 Data Analysis

The data collected from questionnaires and interviews were analyzed using thematic analysis based on Beltman's (2021) resilience framework and Mansfield's (2021) BriTE modules. According to Braun and Clarke (2006), thematic analysis is a method used to identify, analyze, and interpret patterns or themes within qualitative data. In this study, the researcher first organized participants' responses, then categorized them into several themes related to teacher resilience, contextual challenges, infrastructural barriers, and coping strategies.

The thematic analysis based on Beltman's framework involved systematically examining participants' responses through the lens of the four resilience dimensions—personal, interpersonal, contextual, and professional. For each dimension, the researcher identified patterns in how teachers described their experiences, challenges, and responses. Mansfield's BriTE modules guided the identification of specific coping strategies and resilience-building practices that teachers employed. This dual framework ensured that the analysis captured both the structural dimensions of resilience (what kinds of resilience were demonstrated) and the practical strategies (how resilience was enacted).

This study employed thematic analysis guided by Beltman's (2021) resilience framework and Mansfield's (2021) BriTE modules. The analysis was conducted in the following phases, adapted from Braun and Clarke's (2006) approach to thematic analysis. The analysis process involved several stages, outlined in Table 3.1:

Table 3.1: Thematic Analysis Process (Adapted from Braun & Clarke, 2006)

Stage	Activity	Application in This Study
1. Familiarization	Reading transcripts repeatedly; making notes	Read all questionnaire responses and interview transcripts multiple times
2. Initial Coding	Identifying important words, phrases, and statements	Codes: geographical challenges, transportation, internet access, emotional resilience, adaptation, commitment
3.Theme Development	Organizing codes into themes; identifying patterns	Organize codes into resilience dimensions (personal, interpersonal, contextual, professional)
4. Theme Review	Checking themes against data; refining	Verify that themes reflect participants' experiences accurately
5. Theme Definition	Identifying essence of each theme; naming themes	Define each dimension with clear descriptions
6. Report Writing	Constructing narrative: presenting findings with direct quotes and interpretations	Select quotes that illustrate each theme

(Source: Adapted from Braun & Clarke, 2006)

Phase 1: Familiarization with Data

The researcher carefully read all questionnaire responses and interview transcripts multiple times to become familiar with the data. This process helped the researcher understand participants' experiences and identify important ideas related to teacher resilience and teaching competencies. Field notes were also reviewed to provide contextual understanding.

Phase 2: Initial Coding (Deductive and Inductive)

Deductive Coding: Codes were derived from:

The researcher conducted coding by identifying important words, phrases, and statements from participants' responses. Similar responses were grouped into categories based on recurring ideas and experiences. Examples of codes included geographical challenges, transportation difficulties, limited internet access, emotional resilience, teaching adaptation, professional commitment, and lack of educational resources.

Table 3.2: Example of Coding Process

Participant Quote	Initial Code	Theme
"Distance walking home to school: 2 km"	Physical distance, transportation	Geographical challenges
"I make use of whatever resources that are available."	Resourcefulness, adaptation	Coping strategies
"I have very limited access to technology."	Limited technology	Infrastructure barriers
"I receive full support from my school principal."	Institutional support	Interpersonal resilience

Phase 3: Theme Development:

After coding the data, the researcher interpreted the findings by connecting participants' experiences with the theoretical framework of teacher resilience proposed by Beltman (2021). The analysis focused on understanding how teachers' challenges adapted to difficult teaching conditions and how contextual factors influenced their professional practices. Because this study involved only two participants, the analysis emphasized depth, meaning, and contextual understanding rather than statistical generalization.

Table 3.3: Final Themes and Corresponding Codes

Theme	Codes Included	Dimension
Personal Adaptation	Adaptability, motivation, emotional regulation	Personal Resilience
Social Support	Principal support, parent support, collaboration	Interpersonal Resilience
Infrastructural Barriers	Limited resources, technology absence, distance	Contextual Resilience
Coping Strategies	Resourcefulness, creativity, improvisation	Coping/Adaptation

Phase 4: Theme Review

Themes were checked against the original data for consistency. This involved returning to the transcripts and questionnaires to ensure that the themes accurately reflected participants' experiences. Cross-referencing between interview data and questionnaire responses was conducted for triangulation purposes.

Phase 5: Theme Definition and Naming

Each theme was defined with clear boundaries and a concise description. Themes were named to reflect both the theoretical frameworks and the specific context of Tumolbil, ensuring that the names were meaningful and accessible to readers.

Phase 6: Report Writing

Findings were organized by themes with illustrative quotes from participants. Tables were used to present key themes with supporting data, and the narrative integrated the theoretical frameworks with empirical findings.

Figure 3.1: Thematic Map of Teacher Resilience in Remote Border Schools

3.6 Ethical Considerations

Before conducting the study, the researcher informed participants about the purpose of the research and obtained their consent voluntarily. Participants' identities were kept confidential by using pseudonyms such as Teacher A and Teacher B. The data collected were used only for academic purposes.

Table 3.4: Ethical Considerations and Safeguards

Ethical Principal	Safeguard Applied
Informed Consent	Participants were informed of the study purpose and provided voluntary consent
Confidentiality	Pseudonyms were used instead of real names
Privacy	Data were stored securely; only the researcher had access
Right to Withdraw	Participants were informed they could withdraw at any time
Data Protection	Data were stored on password-protected devices
Beneficence	Study aims to benefit teachers in remote areas

(See Table 3.4)

Additional ethical considerations included: The researcher's position as a former student in the research area created both advantages (contextual understanding) and potential ethical challenges (power dynamics and expectations of reciprocity). To address these, the researcher maintained professional boundaries, emphasized voluntary participation, and focused on participants' perspectives rather than imposing personal interpretations. All identifiable faces in photographs were blurred to protect participant and student identities.

CHAPTER IV
FINDINGS AND DISCUSSION

4.1 Research Findings

This chapter presents the findings and discussion of the study concerning EFL teachers' challenges and resilience in the remote border schools, particularly in Tumolbil, Telefomin District, Papua New Guinea, and Kiwirok, Pegunungan Bintang, Papua Province. The findings were obtained through questionnaires and open-ended responses distributed to two EFL teachers teaching in geographically isolated schools, followed by semi-structured interviews. The questionnaire explored several dimensions of resilience, including personal, interpersonal, infrastructure, emotional, motivational, professional, and social resilience.

Figure 4.1: Photograph of the Exterior of Tumolbil Primary School

The principal's and teachers' offices serve as the administrative and professional workspace at Tumolbil Primary School. It is used for school management, lesson planning, meetings, record keeping, and communication among teachers. Despite its simple structure and limited facilities, the office plays an important role in supporting teaching, learning, and the daily administration of the school in this remote border community.

Figure 4.2 Photograph of Tumolbil Junior High School, School Environment:

Tumolbil Junior High School is in the remote border community of Tumolbil, Telefomin District, West Sepik Province, Papua New Guinea. The school provides lower secondary education for students from Tumolbil and surrounding villages. Surrounded by mountains and forests, the school operates in a geographically isolated environment with limited infrastructure, electricity, internet access, and educational resources. Despite these challenges, the school is committed to providing quality education through the dedication and resilience of its teachers and staff.

Tumolbil Junior High School is in the remote border community of Tumolbil in Telefomin District, West Sepik Province, Papua New Guinea, close to the international border with Papua, Indonesia. The school is surrounded by steep mountains, dense tropical forests, and fast-flowing rivers, making transportation and communication extremely challenging. Access to the village is mainly by small aircraft using the local airstrip or by several days of walking through mountainous terrain and crossing rivers. The school environment is peaceful and rich in natural beauty. Green mountains, valleys, and clear streams surround the school, providing a quiet learning atmosphere. However, the rugged landscape and unpredictable weather often make it difficult for teachers and students to travel to school, especially during the rainy season.

Most teachers live in simple staff houses located within or near the school compound. These houses are built with basic materials and provide essential accommodation for teachers who serve in this isolated community. Living close to the school enables teachers to continue their professional responsibilities despite the lack of transportation and public services. The school has basic educational facilities, including several classrooms, a small administration office, teachers' houses, and open playgrounds. Although the school provides a safe learning environment, access to electricity, internet connectivity, and modern educational technology is very limited. As a result, teachers rely heavily on traditional teaching approaches.

Figure 4.3 Photograph of Classroom Learning Environment⁣

The classroom learning environment at Tumolbil School is simple, safe, and conducive to learning. Classrooms are equipped with basic furniture, including desks, chairs, a chalkboard, and limited teaching materials. Students actively participate in lessons through discussions, group activities, and teacher-guided instruction. Despite limited educational resources and technology, teachers create an engaging and supportive learning atmosphere that encourages student participation, collaboration, and academic growth.

Teaching and learning materials mainly consist of textbooks, exercise books, chalkboards, chalk, printed worksheets, maps, posters, and locally available teaching aids. In some lessons, teachers creatively use natural resources such as leaves, stones, sticks, and other locally available materials to demonstrate concepts and engage students in meaningful learning activities. These adaptations reflect the resilience and creativity of teachers in delivering quality education despite limited resources.

In general, the findings reveal that both teachers experienced considerable challenges in teaching English in remote educational settings. The challenges were associated with geographical isolation, transportation difficulties, limited access to technology, lack of educational facilities, unstable internet connections, and restricted opportunities for professional development. Nevertheless, despite these limitations, both teachers demonstrated resilience by continuing to adapt to their teaching environments and utilizing available resources creatively.

Figure 4.4: Photograph of the Teachers at the Research Site (Faces Blurred)

This photograph shows teachers at the research site during school activities. To protect their privacy and maintain confidentiality, the teachers' faces have been intentionally blurred in accordance with research ethics. The image is included solely to illustrate the school context and the professional environment in which the study was conducted.

The findings are organized into several sections based on the dimensions of teacher resilience adapted from Mansfield's (2021) BriTE modules and Beltman's (2020; 2021) resilience perspectives. These dimensions include the personal dimension, interpersonal dimension, infrastructure or contextual dimension, and profession-related resilience.

4.1.1 Findings from the Personal Dimension of Resilience

The first dimension explored teachers' resilience from a personal perspective. This section focuses on teachers' adaptation, emotional well-being, motivation, and ability to survive challenges in remote educational contexts.

Table 4.1: Teachers' Resilience from the Personal Dimension

NO.	Statement	Teacher A	Teacher B
1	I think I am capable of adapting to the challenges of living and working at schools in remote areas.	SA	SD
2	Working at a school in a remote area affects my motivation.	SA	D
3	The challenges and difficulties I face at the school have discouraged me from being a professional teacher.	A	SA
4	I try to maintain my emotional well-being when facing difficulties at school	A	SA
5	Working at a school in a remote area makes me feel overwhelmed because I face too many difficulties.	SD	A

The findings from the personal dimension demonstrate noticeable differences between the two participants. Teacher A, who has more than ten years of teaching experience, appeared to have adapted more successfully to the environmental and professional challenges associated with teaching in remote schools. He strongly agreed that he was capable of adapting to difficult living and working conditions. In contrast, Teacher B, whose teaching experience is below three years, strongly disagreed with the statement, suggesting that he was still struggling to adjust to the school environment and professional responsibilities. Interestingly, although Teacher A considered himself adaptable, he admitted that working in a remote school strongly affected his motivation. Meanwhile, Teacher B appeared to accept the challenges as part of his professional reality. Both teachers acknowledged that the harsh conditions of remote teaching negatively affected their emotional well-being and often made them feel overwhelmed. However, they still attempted to maintain their emotional stability and continue performing their teaching responsibilities.

These findings indicate that resilience is not simply the absence of hardship or emotional stress. Instead, resilience involves the ability to continue functioning professionally despite emotional, physical, and environmental pressures. This aligns with Beltman's (2021) process-based model of resilience, which emphasizes the strategies and coping mechanisms teachers employ to navigate challenges.

Figure 4.4: Photograph of Teaching and Learning Activities in the Classroom

This photograph captures teaching and learning activities taking place in the classroom at the research site. Students actively participate in lessons through teacher-led instruction, discussions, and classroom exercises. Despite limited educational resources and technology, teachers foster a positive, interactive, and supportive learning environment that encourages student engagement and academic development.

4.1.2 Findings from the Interpersonal Dimension of Resilience

The interpersonal dimension explored teachers' relationships with students, parents, colleagues, and school leaders. It examined how social interaction and institutional support influenced teachers' resilience in remote educational contexts.

Table 4.2: Teachers' Resilience from the Interpersonal Dimension

No.	Statement	Teacher A	Teacher B
6	I face many challenges and difficulties when trying to make connections with my students and their families because of the distance	SA	SA
7	I receive full support from my school principal to do my job properly.	A	D
8	I receive full support from my students' parents to teach their children in accordance with the school regulations.	A	D
9	I have access to collaboration with my colleagues for our professional development, e.g., in trying out new teaching methods.	A	A
10	I feel isolated by my professional network because of the poor internet connection; e.g., I cannot access MGMP or teachers' small forum group discussions.	A	D

The findings show that both teachers experienced difficulty maintaining communication and relationships with students and their families because of geographical barriers and distance. The mountainous environment surrounding the schools made interaction and communication more difficult. Teacher A reported receiving support from his school principal and students' parents, which appeared to strengthen his resilience and professional confidence. In contrast, Teacher B indicated limited support from both the school principal and parents. This lack of institutional and social support seemed to affect his emotional well-being and ability to cope with professional challenges.

Despite limited internet access and isolation from professional networks such as MGMP or teachers' discussion forums, both participants continued collaborating with colleagues and sharing teaching methods whenever possible. These findings suggest that interpersonal relationships and institutional support play important roles in sustaining teacher resilience in isolated educational environments. This aligns with Mansfield's (2021) BriTE dimension of "Relationships," which emphasizes the importance of supportive connections with colleagues, students, and community for teacher resilience.

4.1.3 Findings from the Infrastructure and Contextual Dimension

The infrastructure dimension focused on curriculum implementation, teaching materials, technology integration, and access to educational facilities.

Table 4.3: Teachers' Resilience from the Infrastructure (Contextual) Dimension

No.	Statement	Teacher A	Teacher B
11	I have difficulty in updating myself about the changes in the national curriculum.	A	SA
12	I have difficulty in implementing the curriculum in my school context.	A	SA
13	I have difficulty in developing learning materials because of the limited school facilities.	A	SA
14	I have very limited access to technology, so it is difficult to integrate technology into learning activities.	A	SA
15	I have very limited access to technology, so it is difficult to teach my students to use technology.	A	SA
16	I have support to attend workshops for teacher professional development.	A	SA
17	I have support to attend workshops to update my knowledge on the use of technology for learning.	SA	A
18	I can develop learning materials integrated with technology that can motivate my students to learn English.	A	SA
19	I can develop learning media that can help my students improve their English.	D	SA
20	I have difficulty in motivating my students to practice their English because of the limited exposure at school.	A	SA

The findings reveal that both teachers experienced substantial difficulties related to infrastructure and educational resources. These challenges included limited access to technology, difficulties implementing curriculum changes, shortage of learning materials, and restricted opportunities for technology integration in classroom instruction. Teacher B showed stronger responses to nearly all statements, indicating that he experienced these challenges more intensely than Teacher A. However, despite these obstacles, Teacher B still demonstrated creativity in developing learning materials and media independently. Teacher A, meanwhile, admitted difficulty developing learning media because of the absence of technological support and internet access.

Both teachers also admitted that students had very limited exposure to English outside the classroom, making it difficult to motivate students to practice speaking and communication skills. These findings demonstrate that infrastructural limitations continue to be one of the major barriers to implementing digital-era EFL education in remote schools. This reflects the "contextual" dimension of resilience in Beltman's (2021) framework, highlighting how environmental and systemic factors shape teachers' professional experiences.

4.1.4 Findings from Open-Ended Responses on Infrastructure Challenges

The open-ended responses provided a deeper understanding of the contextual realities experienced by the participants.

Table 4.4: Teachers' Responses to Questions Related to Infrastructure Challenges

No.	Question	Teacher A's Response	Teacher B's Response
1	What aspect of your school's infrastructure (e.g., housing, resources, technology) supports or hinders your teaching in a remote area?	Textbooks	Shortage of educational materials and facilities
2	How do you cope with limited access to teaching materials, professional development, or specialist support?	I make use of whatever resources that are available, meaning I create and improve materials.	Using Syllabus
3	How does the physical environment (distance, climate, transport) impact your daily work and resilience?	Distance walking home to school: 2 km	By walking through rugged mountains

The findings indicate that teachers not only struggled with limited facilities and educational resources but also with harsh environmental conditions. Both teachers relied heavily on creativity and improvisation to continue teaching activities. Teacher A explained that he used whatever resources were available and modified learning materials independently. Teacher B relied primarily on the syllabus because of the limited availability of supporting materials. In addition, both participants highlighted the physical challenges of walking long distances through mountainous areas to reach school. These environmental conditions affected their physical energy, emotional well-being, and professional endurance.

Figure 4.5: Photograph - Traditional Teaching Methods Used in the Classroom

This photograph illustrates the traditional teaching methods used in the classroom at the research site. Teachers primarily rely on face-to-face instruction, chalkboard explanations, textbooks, and written exercises to deliver lessons. Due to limited access to digital technology and internet connectivity, these conventional teaching methods remain the primary approach for supporting students' learning and classroom engagement.

Figure 4.6 Photograph – Geographical Challenges: Mountainous Terrain

This photograph illustrates the mountainous terrain surrounding the research site in Tumolbil. The steep hills, rugged landscapes, and remote location present significant geographical challenges for teachers and students, affecting transportation, access to educational resources, and the daily delivery of teaching and learning activities.

4.1.5 Findings from Profession-Related Resilience

This section explored how teachers adapted professionally and managed teaching challenges in remote educational settings.

Table 4.5: Teachers' Responses to Questions Related to Profession-Related Resilience

No.	Questions	Teacher A's Response	Teacher B's Response
1	How do you adapt your teaching strategies to meet the unique needs of students in a remote area?	Use improvised materials to provide for my studies and provide for my students.	Showing examples
2	What professional skills or knowledge have you developed to overcome challenges in your context?	Active listening to my students' requests.	Talking, dressing, corporations.
3	What technology applications have you integrated in your teaching so far?	None	Mobile phone
4	What professional skills or knowledge related to technology used for teaching and learning have you developed so far?	None	By mobile phone
5	How do you handle situations where resources or support are limited?	Make up	Just by experience

The findings show that both teachers relied heavily on practical experience, creativity, and interpersonal communication strategies. Teacher A used improvised materials and focused on listening to students' needs, while Teacher B used examples and mobile phones as simple teaching tools. Teacher A admitted that he did not use technological applications because of the lack of devices and internet access. Teacher B, however, attempted to integrate mobile phones into teaching activities despite limited technological support. These findings demonstrate that professional resilience in remote educational settings is closely connected to adaptability, creativity, and the ability to maximize limited resources. The findings of this study demonstrate that EFL teachers in remote border schools experience multiple interconnected challenges involving geography, infrastructure, technology access, institutional support, and emotional well-being. Despite these difficulties, both teachers continued to demonstrate resilience through adaptation, creativity, and professional commitment.

Based on Beltman's (2021) framework, resilience refers to teachers' capacity to navigate challenges while utilizing personal and contextual resources. In this study, Teacher A appeared more resilient because of his longer teaching experience. His twelve years of teaching experience seemed to help him develop emotional endurance and professional stability when facing difficult situations. Over time, he became more capable of adapting to environmental challenges and maintaining his professional commitment. This finding supports the argument that resilience develops over time through accumulated experience and repeated exposure to challenging conditions. It suggests that professional longevity in remote contexts may serve as an informal but effective mechanism for resilience development. This aligns with Beltman's "person-based" model, which emphasizes the role of individual qualities and attributes developed over time.

Teacher B, although less experienced, also demonstrated resilience. Despite struggling emotionally and professionally, he still attempted to integrate simple technology, such as mobile phones, into teaching and learning activities. This finding supports Taopan et al. (2026), who argue that technology-related pedagogical knowledge can become an important survival strategy for teachers working in remote areas. This reflects the "process-based" model of resilience, highlighting the coping strategies teachers employ to navigate challenges.

The findings further indicate that institutional support significantly influences teacher resilience. Teacher A, who received support from school leadership, parents, and colleagues, appeared more emotionally stable and professionally confident. Meanwhile, Teacher B's limited institutional support appeared to weaken his emotional resilience and professional motivation. This finding is consistent with Gyasi and Sun (2026), who state that organizational support, leadership, and access to professional development opportunities strongly influence teachers' ability to adapt and thrive in challenging educational contexts. Similarly, Kangas-Dick and O'Shaughnessy (2020) emphasize that leadership support and institutional resources are important factors in strengthening teacher resilience. These findings suggest that resilience in remote contexts cannot be understood solely as an individual attribute; rather, it is constructed through relationships with colleagues, supervisors, and the broader school community. This reflects the "context-based" and "systems-based" models in Beltman's framework, which recognize the importance of environmental and systemic factors.

The Intersection of Resilience and Digital Competence in Remote Contexts

A significant contribution of this study is its examination of how resilience and digital competence intersect in remote border school contexts. The findings reveal that digital competence, as conventionally defined (Cao et al., 2024; Wang et al., 2024), is largely irrelevant in settings where basic technological infrastructure is absent. Instead, resilience manifests through what might be termed "contextual digital competence"—the ability to creatively leverage minimal technological resources and adapt pedagogical approaches to available conditions. Teacher B's use of a mobile phone for teaching exemplifies this contextual competence: while falling far short of formal digital education expectations, this adaptation demonstrates resourcefulness and the ability to maintain some technological engagement despite severe constraints.

Furthermore, the findings suggest that resilience and digital competence are not separate constructs but are deeply intertwined in remote contexts. Teachers' resilience enables them to maintain professional commitment and pedagogical effectiveness despite technological deprivation, while their creative adaptation of limited resources reflects both resilience and contextualized digital competence. This interconnection suggests that efforts to support teachers in remote areas must address both resilience-building and context-appropriate technology integration simultaneously, rather than treating them as separate concerns. This finding extends Mansfield's BriTE framework by demonstrating that the "Taking Initiative" dimension of resilience is particularly crucial in contexts where formal resources are absent.

The Gap Between Digital Education Policies and Classroom Realities

Another important finding concerns the gap between digital-era educational expectations and the realities faced by teachers in remote schools. Although modern EFL education increasingly emphasizes technology integration and digital competence, the participants continued teaching in contexts where internet access, electricity, and technological devices remained extremely limited. Consequently, teachers relied more on creativity, improvisation, and direct interpersonal communication than on advanced digital technologies.

National Digital Education Policies in Indonesia and Their Implementation Gap

The Indonesian government has implemented various policies to promote digital education, including the Merdeka Belajar (Freedom to Learn) initiative, which encourages technology integration and digital literacy. The Ministry of Education, Culture, Research, and Technology has developed platforms such as Rumah Belajar (Learning House) and Merdeka Mengajar (Freedom to Teach) to support digital learning. Additionally, the government has promoted the use of digital teaching platforms, e-learning resources, and technology-based professional development programs.

However, these policies operate on assumptions that are not met in many remote areas. Successful implementation of digital education policies requires:

· Stable electricity supply

· Reliable internet connectivity

· Access to digital devices (computers, tablets, projectors)

· Technical support and maintenance

· Digital literacy training for teachers

· Ongoing professional development in technology integration

In Tumolbil and similar remote border areas, none of these conditions are consistently met. Electricity is unreliable or unavailable, internet connectivity is virtually non-existent, digital devices are scarce, and teachers have limited opportunities for technology training. This creates what this study terms the "digital implementation gap" the substantial disconnects between policy expectations and infrastructural realities. The findings of this study demonstrate this gap clearly. Despite national policies promoting digital learning, Teacher A and Teacher B continue to teach primarily with traditional methods. Teacher A reported using no technological applications, stating simply "None" when asked about technology integration. Teacher B's use of a mobile phone, while creative, represents a minimal adaptation far below policy expectations. Both teachers expressed frustration with the disconnect between government expectations and their daily realities.

This gap has significant implications for educational equity. When policies uniformly mandate digital integration without accounting for regional disparities, they place impossible demands on teachers in remote areas and perpetuate educational inequalities. The findings suggest that policy frameworks must be differentiated to recognize diverse infrastructural realities and provide appropriate support for teachers in all contexts. This finding highlights the need for educational policies to recognize the diverse realities of Indonesian education rather than imposing uniform digital expectations across vastly different contexts. Overall, this study demonstrates that resilience among EFL teachers in remote border schools is shaped by personal experience, institutional support, environmental adaptation, and professional commitment. Despite severe limitations, the teachers continued fulfilling their professional responsibilities and supporting students' learning in difficult educational environments.

Figure 4.7: Visual Documentation of Research Context

The following photographs provide visual documentation of the research context at Tumolbil Primary School and Tumolbil Junior High School in Telefomin District, West Sepik Province, Papua New Guinea. These images illustrate the geographical setting, school environment, educational facilities, teaching and learning activities, and the challenges faced by teachers in this remote border area. To protect participants' privacy and maintain research confidentiality, teachers' and students' faces have been blurred where necessary. The photographs are presented to provide contextual evidence that supports the findings and enhances readers' understanding of the study setting.

CHAPTER V
CONCLUSIONS

5.1 Conclusions

This study explored the challenges faced by EFL teachers in implementing digital-era teaching and examined how they demonstrated resilience while teaching in remote border schools in Tumolbil and Kiwirok, Pegunungan Bintang, Papua Province. Using a qualitative case study approach, data were collected through Google Form questionnaires, open-ended questions, and semi-structured interviews with two EFL teachers. The findings provide a contextual understanding of teaching English in geographically isolated and under-resourced educational settings. The study fulfilled its objectives of identifying the major challenges experienced by teachers, examining the factors influencing those challenges, and exploring teachers' resilience strategies.

Regarding the first research question, the study found that EFL teachers encountered multiple challenges in implementing digital-era teaching. These included limited internet connectivity, unstable electricity, lack of digital devices, insufficient teaching materials, transportation difficulties, mountainous geographical conditions, and restricted access to professional development opportunities. In addition, teachers experienced difficulties integrating technology into classroom instruction because the available infrastructure did not support digital learning. These findings indicate a considerable gap between national expectations for digital education and the realities experienced by teachers in remote border schools.

Regarding the second research question, the study revealed that the challenges were influenced by interconnected geographical, infrastructural, institutional, and professional factors. The remote location of the schools, difficult transportation routes, limited educational facilities, and inadequate institutional support significantly affected teachers' ability to implement digital teaching. Furthermore, teaching experience influenced how participants perceived and managed these challenges. Teacher A, who had more teaching experience and stronger institutional support, demonstrated greater confidence and emotional stability than Teacher B, who was relatively new to the profession.

Regarding the third research question, the findings showed that both teachers demonstrated resilience despite working under difficult conditions. Their resilience was reflected in their ability to adapt teaching methods, maximize available resources, collaborate with colleagues and school communities, maintain professional commitment, and continue supporting students' learning despite limited technological access. Rather than depending solely on digital technology, the teachers creatively modified instructional materials and adjusted their teaching practices according to local conditions. These adaptive strategies illustrate that teacher resilience is a dynamic process shaped by both personal commitment and contextual support.

Overall, this study confirms that teacher resilience plays a critical role in sustaining English language education in remote border schools. Although digital technology has become an important expectation in modern education, effective teaching in remote contexts depends not only on technological availability but also on teachers' adaptability, creativity, emotional strength, and commitment to their students. The findings also extend the application of Beltman's (2021) resilience framework and Mansfield's (2021) BriTE modules by demonstrating their relevance in highly isolated educational settings where geographical and infrastructural constraints strongly influence teaching practices.

5.2 Recommendations

Based on the findings of this study, the following recommendations are proposed.

5.2.1 For Government and Educational Policymakers

The government should prioritize improving educational infrastructure in remote border schools by providing reliable electricity, internet connectivity, digital learning facilities, and transportation access. Policies related to digital education should be adapted to the realities of remote areas so that teachers are not expected to implement technologies that are unavailable in their working environments. More equitable resource allocation is needed to reduce educational disparities between urban and remote schools.

5.2.2 For School Leaders

School principals should strengthen institutional support by encouraging collaboration among teachers, providing opportunities for professional development, and creating supportive working environments that promote teacher well-being and resilience. Even where resources are limited, effective leadership can enhance teachers' motivation and professional confidence.

5.2.3 For EFL Teachers

Teachers should continue developing adaptive teaching strategies by maximizing locally available resources, sharing best practices with colleagues, and engaging in reflective professional learning. Creativity, flexibility, and collaboration remain essential competencies for maintaining effective English language instruction in remote educational contexts.

5.2.4 For Teacher Education Institutions

Universities and teacher training institutions should prepare pre-service and in-service teachers to work effectively in geographically isolated and under-resourced schools. Training programs should include resilience development, contextualized digital pedagogy, low-technology instructional strategies, and culturally responsive teaching approaches relevant to remote communities.

5.2.5 For Future Researchers

Future studies should involve a larger number of participants from different remote and border regions to provide broader insights into teacher resilience. Researchers may also adopt longitudinal or mixed-methods approaches to examine how resilience develops over time and to investigate the relationship between teacher resilience, digital competence, student learning outcomes, and educational policy implementation. Comparative studies between remote and urban schools would further contribute to understanding educational equity in Indonesia.

REFERENCES

1. Al Khateeb, A., & Son, J.-B. (2025). Challenges of integrating digital technologies in EFL classrooms: Teachers' perspectives. Journal of Language Teaching and Learning, DOI: https://www.tandfonline.com/doi/ref/10.1080/07380569.2023.2276720

2. Baharuddin, & Burhan, M. (2025). Rural education and teacher challenges in marginalized areas. Journal of Educational Development, Link: https://www.tandfonline.com/doi/full/10.1080/2331186X.2025.2497142

3. Beltman, S. (2021). Understanding and examining teacher resilience from multiple perspectives. In M. Mansfield (Ed.), Cultivating teacher resilience: International approaches, applications and impact (pp. 11-26). Springer. Link: https://rd.springer.com/chapter/10.1007/978-3-319-76690-4_20

4. Beltman, S., Mansfield, C., & Price, A. (2011). Thriving, not just surviving: A review of research on teacher resilience. Educational Research Review, 6(3), 185-207. Link: https://www.sciencedirect.com/science/article/pii/S1747938X11000246

5. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology. Link: https://www.tandfonline.com/doi/abs/10.1191/1478088706qp063oa

6. Burhan, M., et al. (2024). Professional development challenges among rural teachers. International Journal of Rural Education, at: https://www.tandfonline.com/doi/full/10.1080/2331186X.2025.2497142

7. Cao, Y., et al. (2024). Digital teaching competencies in higher education. Journal of Educational Technology Studies, 14(2), 7-15.

8. Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approach (5th ed.). SAGE Publications. Link: https://us.sagepub.com/en-us/nam/research-design/book244025

9. Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications. Direct Link: https://us.sagepub.com/en-us/nam/qualitative-inquiry-and-research-design/book266033

10. Day, C., & Gu, Q. (2014). Resilient teachers, resilient schools: Building and sustaining quality in testing times. Routledge.Link: https://www.routledge.com/Resilient-Teachers-Resilient-Schools-Building-and-Sustaining-Quality-in-Testing-Times/Day-Gu/p/book/9780415819030

11. Dworkin, A. G. (2009). Teacher resilience and educational reform. Educational Research Review, 4(3), 499-510.

12. Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, Link: https://www.tandfonline.com/doi/abs/10.1080/15391523.2010.10782551

13. Ferreira, J. (2022). Reflective teaching and teacher well-being in professional development. Teaching and Teacher Education, 109, 109-118.

14. Gyasi, R., & Sun, J. (2026). Teacher resilience in challenging educational contexts. Journal of Educational Research and Practice, 12(1), 1-12.

15. Hoang, T. (2024). ICT self-efficacy and digital competence among teachers. Journal of Educational Technology and Innovation, 13(1), 21-35.

16. Hockly, N. (2015). Developments in online language learning. ELT Journal, 69(3), 317-320.Link: https://academic.oup.com/eltj/article/69/3/317/403977

17. Kangas-Dick, K., & O'Shaughnessy, E. (2020). Interventions that promote resilience among teachers: A systematic review of the literature. International Journal of School & Educational Psychology, 8(2), 131-146. Link: https://www.tandfonline.com/doi/full/10.1080/21683603.2020.1734125

18. Khatima, N., et al. (2025). English teaching challenges in multilingual remote schools. Indonesian Journal of Applied Linguistics, 15(2), 290-302.

19. Krashen, S. D. (1985). The input hypothesis: Issues and implications. Longman.

20. Liu, Y., & Chen, X. (2025). Teacher resilience in digital transformation: A review. Journal of Educational Change, 26(1), 78-95.

21. Mansfield, C. (2021). BriTE modules for teacher resilience. Murdoch University. Direct Link: http://www.entree-online.eu/

22. Marzuki, M., et al. (2025). Technology integration challenges in EFL education. Indonesian Journal of Applied Linguistics, 15(1), 77-91.

23. Mellegard, I. (2024). Reflective teaching and teacher development. Educational Reflection Journal, 8(1), 170-180.

24. Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.). Cambridge University Press. https://www.cambridge.org/core/books/approaches-and-methods-in-language-teaching/2F25E4F6BE341C0B5C4568F1A6AA15AE

25. Taopan, L., et al. (2026). TPACK implementation among novice teachers in remote island schools. Journal of Language and Educational Technology, 5(2), 40-59.

26. Wang, X., et al. (2024). Digital transformation and teacher competencies in modern education. International Journal of Educational Technology, 18(3), 1-12.

27. Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). SAGE Publications. https://us.sagepub.com/en-us/nam/case-study-research-and-applications/book250150

APPENDICES

Appendix A: The Questionnaire Instrument

THE EFL TEACHER RESILIENCE AND DIGITAL COMPETENCIES QUESTIONNAIRE

Good morning/Afternoon/Evening/Night,

I am Jecky Kalakmabin, an Atma Jaya Catholic University Jakarta student majoring in the English Education Program. I am currently researching for my thesis entitled "THE RESILIENCE OF EFL TEACHERS IN THE DIGITAL ERA IN REMOTE BORDER SCHOOLS: A CASE STUDY IN TUMOBILI, PEGUNUNGAN BINTANG, PAPUA PROVINCE." The participants I need are EFL teachers actively teaching in remote border schools. I look forward to your willingness to participate in my research.

Section A: Participant Biodata

Instructions: Please fill in the following information by checking (✓) or writing your response.

No.	Question	Response
1	Age	___________ years old
2	Gender	☐ Male ☐ Female
3	Teaching Experience	___________ years
4	Current Teaching Level	☐ Primary School ☐ Junior High School ☐ Senior High School
5	Subjects Taught	______________________________
6	Educational Background	☐ Diploma ☐ bachelor’s degree ☐ master’s degree
7	Distance from Home to School	___________ km
8	Type of School	☐ Public ☐ Private
9	Languages Used in Teaching	______________________________

Section B: Likert-Scale Statements

Instructions: Please indicate your level of agreement with each statement by checking (✓) the appropriate column.

Scale:

SA = Strongly Agree

A = Agree

D = Disagree

SD = Strongly Disagree

No.	Statement	SA	A	D	SD
Personal Dimension
1	I think I am capable of adapting to the challenges of living and working at schools in remote areas.	☐	☐	☐	☐
2	Working at a school in a remote area affects my motivation.	☐	☐	☐	☐
3	The challenges and difficulties I face at the school have discouraged me from being a professional teacher.	☐	☐	☐	☐
4	I try to maintain my emotional well-being when facing difficulties at school.	☐	☐	☐	☐
5	Working at a school in a remote area makes me feel overwhelmed because I face too many difficulties.	☐	☐	☐	☐
Interpersonal Dimension
6	I face many challenges and difficulties when trying to make connections with my students and their families because of the distance.	☐	☐	☐	☐
7	I receive full support from my school principal to do my job properly.	☐	☐	☐	☐
8	I receive full support from my students' parents to teach their children in accordance with the school regulations.	☐	☐	☐	☐
9	I have access to collaboration with my colleagues for our professional development, e.g., in trying out new teaching methods.	☐	☐	☐	☐
10	I feel isolated by my professional network because of the poor internet connection; e.g., I cannot access MGMP or teachers' small forum group discussions.	☐	☐	☐	☐
Infrastructure and Contextual Dimension
11	I have difficulty in updating myself about the changes in the national curriculum.	☐	☐	☐	☐
12	I have difficulty in implementing the curriculum in my school context.	☐	☐	☐	☐
13	I have difficulty in developing learning materials because of the limited school facilities.	☐	☐	☐	☐
14	I have very limited access to technology, so it is difficult to integrate technology into learning activities.	☐	☐	☐	☐
15	I have very limited access to technology, so it is difficult to teach my students to use technology.	☐	☐	☐	☐
16	I have support to attend workshops for teacher professional development.	☐	☐	☐	☐
17	I have support to attend workshops to update my knowledge on the use of technology for learning.	☐	☐	☐	☐
18	I can develop learning materials integrated with technology that can motivate my students to learn English.	☐	☐	☐	☐
19	I can develop learning media that can help my students improve their English.	☐	☐	☐	☐
20	I have difficulty in motivating my students to practice their English because of the limited exposure at school.	☐	☐

The findings of this study demonstrate that EFL teachers in remote border schools experience multiple interconnected challenges involving geography, infrastructure, technology access, institutional support, and emotional well-being. Despite these difficulties, both teachers continued to demonstrate resilience through adaptation, creativity, and professional commitment.

Section C: Open-Ended Questions

Instructions: Please answer the following questions based on your experience as a teacher in a remote border school.

1. What aspect of your school's infrastructure (e.g., housing, resources, technology) support or hinder your teaching in a remote area?

2. How do you cope with limited access to teaching materials, professional development, or specialist support?

3. How does the physical environment (distance, climate, transport) impact your daily work and resilience?

4. How do you adapt your teaching strategies to meet the unique needs of students in a remote area?

5. What professional skills or knowledge have you developed to overcome challenges in your context?

6. What technology applications have you integrated in your teaching so far?

7. What professional skills or knowledge related to technology used for teaching and learning have you developed so far?

8. How do you handle situations where resources or support are limited?

Thank you for your participation!

Appendix B: Consent Form

RESEARCH PARTICIPANT CONSENT FORM

Study Title: The Resilience of EFL Teachers in the Digital Era in Remote Border Schools: A Case Study in Tumolbil, Pegunungan Bintang, Papua Province

Researcher: Jecky Kalakmabin

Institution: Atma Jaya Catholic University of Indonesia

Contact: [Email: jeckykalakmabin6@gmail.com /#: +6282192410758]

Purpose of the Study: This study aims to explore the challenges faced by EFL teachers in remote border schools and to understand how they demonstrate resilience in implementing digital-era teaching under difficult conditions.

Participation: My participation in this study is voluntary. You may choose not to participate or withdraw at any time without any negative consequences.

Procedures: If you agree to participate, you will be asked to: Complete a questionnaire (approximately 30-40 minutes) Participate in a semi-structured interview (approximately 45-60 minutes)

Confidentiality: Your identity will be kept confidential. Pseudonyms will be used in all reports and publications. Data will be stored securely and accessible only to the researcher.

Risks and Benefits: There are no anticipated risks associated with participation. While you may not directly benefit from participating, your contribution will help improve understanding of EFL teaching in remote areas and inform educational policy.

Data Storage: Data will be stored on a password-protected device and will be destroyed after five years.

Consent Statement: I have read and understood the information above. I voluntarily agree to participate in this study. I understand that I can withdraw at any time.

Participant's Name: ___________________ Participant's Signature: ___________________

Date: ___________________

Researcher's Signature: ___________________ Date: ___________________

Appendix C: Turnitin Originality Report

STATEMENT OF WORK'S ORIGINALITY

I hereby declare that this thesis is my own work and to the best of my knowledge it contains no materials previously published or written by another person, or substantial proportions of material which have been accepted for the award of any other degree at Atma Jaya Catholic University of Indonesia or other educational institution, except where due acknowledgement is made in the Thesis.

Jakarta, July 01, 2026

Jecky Kalakmabin

AUTHOR: Jecky Kalakmabin, S. Pd. NIM. 202203510022

Second Editor : Dr. Li. Kasih Elisabet Roostini, S. Pd., M. Hum. NIP. 120101342

CHALLENGES OF ELF TEACHERS IN THE REMOTE BORDER SCHOOLS IN PNG AND PAPUA FINAL THESIS JOURNAL 2026

T This thesis is presented

1.1 Background of the Study

Based on the background of the study and statement of the problem, this research is guided by the following questions:

CHAPTER IILITERATURE REVIEW

Komentar

Posting Komentar

Postingan populer dari blog ini

CHAPTER II
LITERATURE REVIEW