Exploring Indonesian Secondary School EFL Students’ Perceptions of Teacher Support: A Mixed-Methods Study

This study examined the perceptions of Indonesian Grade 10 students regarding teacher support in English language classrooms, focusing on the types, frequency, and variation of such support across teacher and student gender, as well as school location. Using a mixed-methods design, a questionnaire measuring affective, linguistic, social, and pedagogical dimensions of support collected quantitative data from 629 students. Descriptive statistics, an independent samples t-test, and a two-way between-groups ANOVA were conducted, followed by focus group interviews (N = 76) to further explore students’ experiences. Findings revealed consistently high perceived support, with affective support rated highest, followed by social, linguistic, and pedagogical types of support. A significant difference in students’ perceived teacher support was found by teacher gender, with female teachers receiving higher ratings than male teachers. However, it was school location that had a statistically significant main effect on teacher support. Further analyses revealed a significant interaction, indicating that gender differences in teacher support were moderated by school location. Qualitative data highlighted students’ appreciation for praise and positive classroom climates, alongside a desire for clearer explanations, interactive teaching, and personalised feedback. The study concludes with implications for teachers, school administrators, policymakers, teacher educators, educational researchers, and students.