<![CDATA[In the constantly changing English language teaching environment, professional development (PD) is central to enhancing teacher competence and quality of learning. However, aside from the overall worry of limited institutional support, there is still a conceptual gap in comprehending the interaction of teacher agency and institutional structures in the development of PD, especially within the context of faith-based Islamic schools where professional development is also shaped by moral and cultural values. Despite these constraints, the majority of English teachers are actively engaged in self-directed learning (SDL) to sustain their professional development. This study aims to examine the forms of professional development pursued by English teachers in private Islamic schools, the forms of institutional support they access, and how their development is influenced by the interaction between SDL and institutional support. With a qualitative case study design, the research involves English teachers at two Islamic schools in Blora. Data were gathered through semi-structured interviews, provisional follow-up telephone calls, and document analysis, and thematically analyzed according to Braun and Clarke's six-step framework of familiarization, coding, generating, reviewing, defining, and reporting themes. The findings indicate that SDL is an essential element in the driving force of reflective practice and improvement based on teachers’ moral and professional values, while institutional support is important for legitimacy, coordination, and opportunities for collaboration. Instead of being a fixed model, teacher professional development is a context-dependent and relational process between self-directed learning and institutional support.]]>
