<![CDATA[Learning is viewed as an ecological system consisting of many components inside and outside classroom which interrelated and dependent on each other. The ecology in roles of teachers is a lens that shows that all elements are interconnected to help to understand their roles from a holistic perspective. Thus, the purpose of the study is to analyze how the ecological context shaped the role of teachers at a religion-based school and an inclusive school. In this research, a qualitative multiple-case study involving purposive cross-case comparison sampling technique was employed to select principals, English teachers, homeroom teachers, and students of two private elite elementary schools. Data can be obtained through observation, semi-structured interview, students open-ended questionnaire, and document analysis. The activities in data analysis are data condensation, data display, and conclusion drawing/verification. This study demonstrates that English teachers both at A and B Elementary Schools play the similar roles as controller, director, and facilitator. Different role showed by English teachers who are as manager and resource. In conclusion, teachers need to have self-adaptation abilities with the situation and learning condition to play their roles effectively.]]>
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