Publication Date
2024
Document Type
Dissertation/Thesis
First Advisor
Johnson, Laura Ruth
Degree Name
M.S. (Master of Science)
Legacy Department
Department of Educational Technology, Research and Assessment (ETRA)
Abstract
A three-part interviewing approach was used to investigate the teacher identity of fourteen participants working in Saudi Arabian universities. Behaviorally, teachers exhibited many common traits, such as performing extra duties outside of expected job responsibilities and showing adaptability. Relationally, teachers were shown to feel more stress when they were micromanaged, but also responded negatively to absentee management. Psychologically, teachers sometimes built coherent narratives of teacher identity through being treated as professionals and through validation from their students, but also faced identity conflicts such as worrying about their professional qualifications and feeling imposter syndrome. These findings suggest there are methods to evaluate teachers beyond the existing often inequitable paradigm that exists, where nonnative speakers are paid less than native speakers. Suggestions for encouraging positive teacher identity development and more equitable hiring practices are discussed.
Recommended Citation
Schmidt, Stephanie, "Investigating Native and Nonnative English-Speaking Teachers’ Identities in Saudi Arabia" (2024). Graduate Research Theses & Dissertations. 8032.
https://huskiecommons.lib.niu.edu/allgraduate-thesesdissertations/8032
Extent
152 pages
Language
en
Publisher
Northern Illinois University
Rights Statement
In Copyright
Rights Statement 2
NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.
Media Type
Text
