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This research article explores the complex relationship between socio-cultural factors and teacher development within the English as a Foreign Language (EFL) context in Saudi Arabia. Acknowledging the pivotal role of teacher growth in enhancing language education, the study seeks to unravel the influence of socio-cultural elements on the professional development of EFL educators in the unique Saudi Arabian educational landscape. Through the lens of qualitative research, this investigation employs in-depth interviews with 10 Saudi teachers actively engaged in teaching English at the university level. The thematic analysis method was chosen for its suitability in identifying patterns and recurring themes within the qualitative data, allowing for a comprehensive exploration of the socio-cultural dynamics influencing teacher development. Themes such as societal perceptions of the teaching profession, the influence of traditional teacher-development approaches, group learning, community support, cultural sensitivity, and Islamic values emerge as crucial elements shaping the participants experiences. The study highlights the intricate ways in which cultural norms and societal expectations interact with teachers professional journeys, impacting their teaching methodologies, beliefs, and overall development. The findings offer valuable insights for educators, policymakers, and researchers seeking to enhance teacher development programs within diverse cultural and linguistic contexts.
Anas Almuhammadi (Mon,) studied this question.
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