Underwood, JamesAlqahtani, Raghd Saleh2024-12-102024https://hdl.handle.net/20.500.14154/74075The perceptions of EFL teachers in early year and primary private schools have been underrepresented in Saudi Arabian context, more so in language assessments. This exploratory research examines the perceptions of five private school teachers in Saudi Arabia on language assessments in their schools. A thematic analysis constructed four major themes —three prominent in literature, and one constructed from the teachers’ interviews. They were ‘Investment’, ‘Agency’, ‘Opinions and Beliefs’, and ‘Structure’. Their perceptions were mixed but predominately negative with teachers calling for less stakeholder involvement compared to theirs, more teacher professional development in assessments, and structural consistency. The findings hope to aid in theory generating and provide opportunities for more research on EFL teachers’ voice in language assessments in early year and primary years private school contexts.58enTeacher VoiceTeacher BeliefsExploratory ResearchQualitative ResearchEFL (English as a Foreign Language)Language AssessmentTeacher PerceptionsSaudi ArabiaPrivate SchoolsEarly Years EducationPrimary EducationThematic AnalysisTeacher AgencyTeacher InvestmentTeacher Beliefs and OpinionsTeacher Professional DevelopmentAssessment ConsistencyStakeholder InvolvementEducational StructureLanguage EducationEFL Teachers’ VoiceLanguage Assessment ChallengesSaudi Educational ContextPrimary Language TeachersTeacher Involvement in AssessmentsTeacher Perspectives on Language TestingSaudi Private School EducationAssessment Practices in EFLSaudi Arabian Education SystemPrimary School Teachers’ PerspectivesTeacher Empowerment in AssessmentsThesis