Perceptions of pioneer female Saudi higher education EFL teachers: a qualitative study of their experiences in English language Teaching
This study argues for EFL teacher autonomy and empowerment in Saudi higher education institutions based on the assumption that participating in school decision-making would help to enhance teachers’ perceptions, expertise, and commitment towards their own practices. This research is teacher-centred...
| Main Author: | |
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| Format: | Thesis (University of Nottingham only) |
| Language: | English |
| Published: |
2015
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| Online Access: | https://eprints.nottingham.ac.uk/30695/ |
| _version_ | 1848794039624663040 |
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| author | Althaqafi, Abeer Sultan |
| author_facet | Althaqafi, Abeer Sultan |
| author_sort | Althaqafi, Abeer Sultan |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | This study argues for EFL teacher autonomy and empowerment in Saudi higher education institutions based on the assumption that participating in school decision-making would help to enhance teachers’ perceptions, expertise, and commitment towards their own practices.
This research is teacher-centred in the sense that it is written from the teacher’s point of view, at a time of multiple changes in Saudi Arabia, where teachers’ views are not always taken into consideration. The research focus is on teachers’ perceptions of current EFL practices and the role they play in curriculum development and planning, and considers what barriers are hindering them from working towards student-centred and active inquiry-oriented learning environments.
The data used to examine teachers’ perceptions and experiences of current English language teaching (ELT) practices are drawn from a sample of 12 female Saudi EFL teachers, who have been awarded international degrees and who are practising ELT in a university in Saudi Arabia.
Data sources include semi-structured interviews, classroom observations, focus group discussions and a drawing activity. The findings revealed: (1) Overall, bureaucracy and a top down approach adopted by the higher education institution affects teachers’ perceptions and pedagogical quality; (2) Empowerment appears to be an essential, but not sufficient condition to achieve real changes and successful educational outcomes as it depends on teachers’ expertise and their own methods of instructional practice; (3) The need for more continuous professional development (CPD) programmes is an emergent aspect that requires further attention. Three significant issues were raised for further research and comment, relating to the mismatch between current policy aspirations for professional development and the reality of teachers’ experience. At the end of this thesis, implications for in-service training of teachers in a mono-cultural society such as Saudi Arabia were discussed. |
| first_indexed | 2025-11-14T19:09:51Z |
| format | Thesis (University of Nottingham only) |
| id | nottingham-30695 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-14T19:09:51Z |
| publishDate | 2015 |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-306952025-02-28T13:21:53Z https://eprints.nottingham.ac.uk/30695/ Perceptions of pioneer female Saudi higher education EFL teachers: a qualitative study of their experiences in English language Teaching Althaqafi, Abeer Sultan This study argues for EFL teacher autonomy and empowerment in Saudi higher education institutions based on the assumption that participating in school decision-making would help to enhance teachers’ perceptions, expertise, and commitment towards their own practices. This research is teacher-centred in the sense that it is written from the teacher’s point of view, at a time of multiple changes in Saudi Arabia, where teachers’ views are not always taken into consideration. The research focus is on teachers’ perceptions of current EFL practices and the role they play in curriculum development and planning, and considers what barriers are hindering them from working towards student-centred and active inquiry-oriented learning environments. The data used to examine teachers’ perceptions and experiences of current English language teaching (ELT) practices are drawn from a sample of 12 female Saudi EFL teachers, who have been awarded international degrees and who are practising ELT in a university in Saudi Arabia. Data sources include semi-structured interviews, classroom observations, focus group discussions and a drawing activity. The findings revealed: (1) Overall, bureaucracy and a top down approach adopted by the higher education institution affects teachers’ perceptions and pedagogical quality; (2) Empowerment appears to be an essential, but not sufficient condition to achieve real changes and successful educational outcomes as it depends on teachers’ expertise and their own methods of instructional practice; (3) The need for more continuous professional development (CPD) programmes is an emergent aspect that requires further attention. Three significant issues were raised for further research and comment, relating to the mismatch between current policy aspirations for professional development and the reality of teachers’ experience. At the end of this thesis, implications for in-service training of teachers in a mono-cultural society such as Saudi Arabia were discussed. 2015-12-08 Thesis (University of Nottingham only) NonPeerReviewed application/pdf en arr https://eprints.nottingham.ac.uk/30695/1/ALTHAQAFI%20Thesis.pdf Althaqafi, Abeer Sultan (2015) Perceptions of pioneer female Saudi higher education EFL teachers: a qualitative study of their experiences in English language Teaching. PhD thesis, University of Nottingham. |
| spellingShingle | Althaqafi, Abeer Sultan Perceptions of pioneer female Saudi higher education EFL teachers: a qualitative study of their experiences in English language Teaching |
| title | Perceptions of pioneer female Saudi higher education EFL teachers: a qualitative study of their experiences in English language Teaching |
| title_full | Perceptions of pioneer female Saudi higher education EFL teachers: a qualitative study of their experiences in English language Teaching |
| title_fullStr | Perceptions of pioneer female Saudi higher education EFL teachers: a qualitative study of their experiences in English language Teaching |
| title_full_unstemmed | Perceptions of pioneer female Saudi higher education EFL teachers: a qualitative study of their experiences in English language Teaching |
| title_short | Perceptions of pioneer female Saudi higher education EFL teachers: a qualitative study of their experiences in English language Teaching |
| title_sort | perceptions of pioneer female saudi higher education efl teachers: a qualitative study of their experiences in english language teaching |
| url | https://eprints.nottingham.ac.uk/30695/ |