<![CDATA[Purpose: This study explores how instructors at Akademi Penerbang Indonesia (API) Banyuwangi perceive and manage institutional role overload while delivering TOEIC preparation alongside technical and administrative duties. Methods: A qualitative case study involved six dual-role instructors. Data comprised semi-structured interviews and non-participant classroom observations of eight TOEIC sessions over four weeks and were analyzed thematically. Findings: Five connected themes were identified: role accumulation, instructional deprioritization, survivalist pedagogy, cognitive depletion, and professional identity ambiguity. Across the interview and observation data, dual-role demands were associated with reactive planning, test-focused lessons, shorter feedback, and uncertainty about language-teacher identity. These findings describe perceived and observed constraints rather than causal effects. Research Implications: The case supports consideration of protected instructional time, workload redistribution, formal ESP development, and stronger institutional recognition of TOEIC teaching. Implications for operational communication or aviation safety remain prospective because student proficiency and safety outcomes were not measured. Originality: The study applies role theory to the organization of ESP teaching in a vocational aviation institution and shows how dual-role arrangements appear to shape pedagogical choices. The single-site findings are analytically transferable but are not intended for statistical generalization.]]>
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