The Phenomenon of Tutoring and the Shift in Teachers' Pedagogical Authority in Schools: A Literature Review

Arditya Prayogi; Riki Nasrullah; Novianto Ade Wahyudi; Imam Prayogo Pujiono

doi:10.28918/fkf56919

Authors

Arditya Prayogi UIN K.H. Abdurrahman Wahid Pekalongan Author
Riki Nasrullah Author
Novianto Ade Wahyudi Author
Imam Prayogo Pujiono Author

DOI:

https://doi.org/10.28918/fkf56919

Abstract

The phenomenon of tutoring has become an increasingly prominent part of contemporary education and can no longer be seen merely as a supplementary learning service. In many contexts, tutoring functions as shadow education that accompanies formal schooling and influences students’ learning preferences. This article aims to examine how the literature portrays tutoring in relation to the shift of teachers’ pedagogical authority in schools, including the contributing factors and its implications for education and the teaching profession. This study employed a qualitative approach through a narrative literature review. Data were drawn from national and international journal articles, proceedings, books, and relevant policy documents. The review indicates that the growth of tutoring is associated with a gradual shift in students’ academic trust, in which tutors are often perceived as more practical, communicative, and responsive to examination needs than school teachers. This shift reflects not only students’ learning choices, but also broader challenges related to performative academic culture, less personalized classroom instruction, and limited pedagogical responsiveness in schools. The article highlights the need to strengthen teachers’ pedagogical authority through more meaningful, communicative, and student-responsive learning practices.

Keywords:

Tutoring, Pedagogical Authority, Teacher Professionalism, Student Trust

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