Integrating Andragogy and Margin Theory in Designing an English-Speaking Program for Teachers

Abstract

This study explores the integration of Knowles’ Andragogy and McClusky’s Margin Theory in designing an English-speaking program for non-English speaking teachers at SMP Bhakti Pertiwi. Data were collected through questionnaires administered to teachers, focusing on their needs, challenges, workload, and expectations. The results indicate that teachers are highly motivated to improve their English-speaking skills, recognizing its relevance to professionalism and the school’s vision of internationalization. However, vocabulary limitations, grammar difficulties, and low confidence remain significant barriers. From the perspective of Margin Theory, heavy teaching loads and additional responsibilities restrict participation, while supportive facilities and flexible scheduling are identified as critical enablers. The integration of Andragogy highlights the importance of problem‑centered, relevant, and self‑directed learning, whereas Margin Theory emphasizes balancing load and power to sustain engagement. Together, these frameworks provide a robust foundation for program design that is pedagogically effective and contextually responsive. The study concludes that a flexible, consistent, and practice‑oriented English-speaking program can enhance teacher competence while accommodating institutional realities.