EFL Teachers’ Level of Awareness of 21st Century Teachers’ Roles

This study aimed at investigating EFL teachers’ level of awareness of 21st-century teacher roles in public Junior High Schools in Yogyakarta. This study was descriptive quantitative using survey design to collect the data from 50 EFL teachers selected based on purposive sampling. The data were collected using anadapted questionnaire contained 36 statements and used a modified Likert scale of four points. The findings of this study indicated that the EFL teachers’ level of awareness of 21st century’s teacher roles was moderate (mean = 116.82)and there is no significant differences in the mean ratings of male and female teachers on the level of awareness of 21st century teachers roles (sig. 2 tailed value was above 0, 05). These revealed that some 21st-century teacher roles have been acknowledged by the teachers and the other roles have not been agreed upon by the teachers. Based on the findings, it was recommended that professional development programs related to how teachers formulate the concept of how they see themselves to be 21st century English teachers need to be highlighted.