"...I am still not good enough....": An exploration of the Challenges, Coping Strategies and Perceptions of Self-Efficacy of Non-native English-Speaking Teachers in Saudi Arabia

Abstract

‘Native speakerism’, a well-established ideology within the English Language Teaching (ELT) industry, regularly positions ‘native English-speaking teachers’ (NESTs) as inherently superior, leading to discrimination against ‘non-native English-speaking teachers’ (NNESTs) regardless of their qualifications and experience (Holliday, 2015). Despite NNESTs constituting the largest percentage of ELT teachers, they often remain marginalised (Kumaravadivelu, 2016). Critical research, in response, has sought to challenge NESTs' privileged status and underscore NNESTs' strengths (e. g. Mahboob, 2010; Medgyes, 1994), whilst, to date, overlooking the psychological impact of this bias on NNEST’s own perceptions of ‘self-efficacy’ and contextual factors. This interpretive study investigates the daily work challenges of diverse NNESTs, from various racial, cultural, and linguistic backgrounds (i.e., Saudi, Arabs, and non-Arabs NNESTs), working alongside NESTs on Saudi university Preparatory Year Programmes (PYP). Utilising a sequential mixed-method exploratory design grounded in Bandura's ‘Social Cognitive Theory’ (1986) and ‘Self-Efficacy Theory’ (1977), data were collected via close-ended questionnaires (n=207) and semi-structured interviews (n=18). The study revealed various multifaceted challenges faced by NNESTs in the Saudi PYP, encompassing both linguistic and pedagogical difficulties rooted in having limited authority and student-related issues, as well as institutional disparities in terms of equality and job security. The research also uncovered the intricate and subjective nature of NNESTs' perceptions of self-efficacy, identifying factors such as multi/ bi-lingualism, speaking the students’ L1, and cultural awareness all as positively influencing teachers’ professional self-perception. Conversely, external factors such as administrators' attitudes and personal traits, e. g. lack of confidence about proficiency, demonstrate the negative impact upon self-efficacy. Coping strategies often include self-improving professional development, exceeding role expectations, meticulous planning, and resilience. The research illuminates NNESTs' aspirations for increased authority, equality, support, and opportunities for professional growth. These findings offer insights into theory, practice, and policy. Recommendations aimed at addressing native speakerism, enhancing support structures, and promoting equitable professional prospects for NNESTs in ELT.