Saudi Cultural Missions Theses & Dissertations
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Item Restricted Exploring Contextual and Individual Factors that Shape English Language Teachers’ Perceptions and Experiences around Professional Development Programmes in a Saudi Female University Context: The role of professional identity, agency, and emotions(University of Southampton, 2024-07-30) Eshgi, Hadeel; Baird, RoberUnderstanding teacher identity is an essential aspect of teacher development (Cross, 2006), and there is consensus that a teacher's professional identity is influenced by internal factors, such as tensions and emotions, and by external factors, such as context and experiences, placing teacher identity in a position of constant change (Nguyen, 2017; Pillen et al., 2013; Subryan, 2017). Emotions constitute an essential element of teachers’ work and identity, and have a significant effect on identity and its shaping (Hargreaves, 2001; Nias, 1996; Sutton & Wheatley, 2003). The concept of agency is also embedded in considerations of teacher identity and emotion (Vloet and van Swet, 2010), especially in contexts characterised by mandatory professional development practices and restrictive classroom policies, as is the case in this research context. Teacher education programmes play a crucial role in shaping teachers’ agency, and can be integrated into identity performances and constructions (Lai et al., 2016; Lasky, 2005; Priestley et al., 2012), and professional development is a prominent and institutionalised element of the context investigated in this study. Therefore, the aim of this study is to explore the role and impact of professional development in the environment in which these teachers operate, and this is explored in relation to teachers' professional identity, agency, and emotions. This study investigates Saudi teachers working in the English Language Institute at King Abdulaziz University in Saudi Arabia, where professional development and educational policies play a distinctive role in student and educator experiences. It aims to provide a holistic, phenomenological account of the intersecting elements that are influential in this educational context. To supplement the phenomenological methodological framework, I drew on Bucholtz and Hall’s (2010) identity framework, Wenger’s (1998) conceptualisation of trajectory in communities of practice, and Lazarus’s (1991) emotion’s theory to provide a theoretical and analytical focus for the study. The method for this phenomenological qualitative study involved observation of professional development training, and narrative and semi-structured interviews of six female English language Saudi teachers. The findings provide valuable insights into how teacher identity is shaped and reshaped by teachers positioning themselves in relation to different elements within the context, indexed particularly through metaphors, and through processes of distinction from and adequation towards others. The findings demonstrate the influence of context, culture, and individual positioning on teacher identity, agency, and emotions, as well as the effect of agency and emotions on teacher identity. This effect is not a one-way process, and should instead be seen as an interrelationship between teachers’ identity, agency and emotions, and this interaction is what constructs and reconstructs teacher identity over time. Overall, this study contributes to our knowledge of how university English language teachers, operating in a context where professional development and policy play distinctive and dominant roles, operate with their own cultures, roles, and expectations, enabling them to engage with both restrictive and developmental practices in different and unexpected ways. Themes around relationality and roles show how teachers respond, often consciously, to different stimuli that require them to negotiate and align elements of their identities, emotions, and agency, which is not always easy and is characterised by change over time. This occurs in ways that require cultural awareness and qualitative insights to understand and interpret.8 0Item Restricted Advances in career development: Unveiling the voices of women academics in Saudi Arabia(Newcastle University, 2024-04-23) Alslmee, Johara; Connell, Julia; Ryan, Suzanne; Wechtler, HeidiSaudi Arabia has among the world's lowest rates of female workforce participation. For cultural reasons, women have been restricted in their work and careers. However, since 2016 the situation has changed with a major government initiative, Vision 2030, that encourages Saudi women to enter the workforce and pursue careers. The research presented here was motivated by a desire to understand how women navigate their careers and how Vision 2030 might affect this. The focus of the research, undertaken during this time of change, is Saudi academic women and their career experiences. General career development theories and literature on women’s careers are typically Western, emphasising individual and organisational factors with little regard for context, including culture, religion, and individual agency. The few studies of women’s careers in Arabic nations identify career barriers but tend to regard all Middle Eastern women as the same and fail to examine how women navigate these barriers. The aim of the research was to investigate how Saudi Arabian women academics exert their agency in traversing career barriers within the context of Islam, segregated workplaces, and a restrictive national culture. An exploratory, qualitative, multi-case study research design was employed to address the research aim. Semi-structured interviews were held with 30 academics from three public universities in different regions in Saudi Arabia. Interview transcripts were analysed using thematic analysis and organised into four composite narratives representing four hypothetical women academics at four different stages of their careers: early career; junior without a PhD; mid-career with overseas experience; and senior academic in a management position. Because of the inclusion of context, Social Cognitive Career Theory (SCCT) (Lent & Brown, 1996; Lent et al., 1994) was used as a guiding theoretical framework. Through the four composite narratives, the women make a distinction between religion and culture, using their religion to resist cultural power imbalances, patriarchy, and unfair practices within their organisational cultures. These women exercised their agency in various ways to tackle career challenges and seize opportunities where they could. However, their agency is individual rather than collective as they lack support from colleagues, policies, and the organisational culture. Although the women actively resist male-dominated structures and negative sub-cultures, at times their behaviours inadvertently reinforce these problems by vii undermining the authority of female colleagues and perpetuating the cultural belief in male superiority. The research moves away from the typical Western portrayal of Muslim women as helpless victims, instead recognising them as individuals who exercise their own forms of agency within the structural and religious contexts of their lives and workplaces. Overall, the findings augur well for Saudi women being able to embrace and accelerate change. Importantly, apart from the novel use of composite narratives, the thesis contributes to three literatures: management theory generally exemplified through career development theory; specific contributions to extending factors in SCCT; and contributions to gender studies and Islamic feminism. Additionally, it offers practical implications for higher education, and university policymakers, and academic women leaders.65 0