Navigating Class Struggle: A Case Study of Teachers’ Challenges in Indonesian Pesantren

Abstract

This research investigates the complex class struggle experienced by teachers working in Indonesian pesantren, focusing on how economic hierarchy, institutional structure, and social expectations shape their professional lives. The research draws upon key literature addressing class dynamics in educational institutions, teacher identity formation, and structural inequalities in faith-based schools, highlighting a theoretical gap concerning how class struggle manifests uniquely in pesantren contexts. Using qualitative case study methods, the researcher collected data through semi-structured interviews, naturalistic observations, and institutional document analysis involving teachers of various roles and socioeconomic backgrounds. Findings reveal recurring issues such as unequal workload distribution, limited professional autonomy, salary disparity, and symbolic hierarchy shaped by seniority and religious capital. Teachers reported navigating tensions between spiritual devotion and economic survival, frequently negotiating between institutional loyalty and personal wellbeing. These insights contribute to broader discussions on class struggle in educational settings, demonstrating that pesantren—while spiritually rich—can also reproduce hierarchical systems that influence teachers’ agency and professional growth. The research highlights the need for more equitable institutional policies, improved teacher welfare, and stronger professional development systems that acknowledge the socio-economic realities of pesantren educators. Overall, the study offers practical and theoretical implications for improving teacher conditions in Islamic boarding schools.