موجز عن البحث:
as a legitimate profession where teachers could practise their leadership
agency as leaders has been under debate over the last two decades. The
support for teachers’ inclusion in the development of schools as well as its
leadership can be seen numerous and varied, though they seem to be a few when
it comes to teacher leadership in the Saudi context. Teachers’ professional
identity as a downgraded profession leads to the status of the profession of
teaching as a flat career where head teachers are viewed as decision makers
whereas teachers as followers. This hegemony as a critical issue has
attributed to a school culture of distrusted, undervalued and marginalised
situation for teachers. This small scale study investigates how English
language teachers in a Saudi school are viewed in the context of teacher
leadership and what are the challenges that disempower them from being
legitimate leaders in their profession. Specifically, the study aimed to
explore whether these teachers are able to practise their identity and agency
as leaders in their classroom as well as the school development. Three Saudi
English Language teachers were interviewed where semi-structures interviews
were used to collect data then were transcribed, coded and thematically analyzed.
One of its findings is teachers recognize themselves as legitimate leaders
and school culture and top-down policy are two factors that disempower them
from practicing their leadership capacity.
موجز عن البحث:
Teaching as a
legitimate profession where teachers could practise their teaching and decide
on their professionalism has been under debate over the last two decades.
This study reflectively discusses the changing of building and developing
teacher’s professionalism in Saudi Arabia. It draws on my teaching journey as
an English language teacher and the established theoretical framework. In
order to gain in depth understanding of this issue, the study utilized small
scale study to investigate teacher professionalism issues that disempower
Saudi teachers from being legitimate in their profession to bring clear
illustration about teachers’ beliefs and practices of their professionalism.
Three Saudi teachers reported that top down policy decisions regarding their
professionalism, their supervisors as well as head teachers practices and
cultures of teachers’ education impacted negatively on their professionalism.
They discussed in depth how the context of their teaching impacted on their
professionalism. Specifically, the study aimed to explore whether teachers
are able to practise their identity and agency as legitimate in their
professionalism. Interviews were used to collect data then were transcribed,
coded and thematically analyzed. One of its findings is teachers’ visualizing
their professionalism and they recognize themselves as legitimate teachers.
The other findings were discussed and recommendations developed to help Saudi
English Language teachers and Ministry of Education in Saudi Arabia, as well
as researchers in the future.