Teacher positioning in English-medium instruction

Abstract As English-medium instruction (EMI) expands globally, educators face the challenge of aligning internationally oriented curricula with local cultural and linguistic values. While research on teacher agency and identity in EMI has focused largely on higher education, international schools remain underrepresented despite their rapid expansion and distinctive pedagogical and cultural configurations, particularly in the Gulf. Addressing this gap, this study examines how teachers in English-medium international schools in Saudi Arabia position themselves amid global-local demands, how institutional conditions shape their agency and cultural responsibility, and whether perceptions differ by gender. Using a convergent mixed-methods design, the study analyses survey data from 81 educators, combining Likert-scale responses with open-ended qualitative reflections. Quantitative findings indicate strong endorsement of teachers’ roles as cultural and identity mediators, high perceived responsibility to preserve Saudi cultural and linguistic identity, and no statistically significant gender differences. A moderate positive association was found between perceived institutional autonomy and identity positioning. Qualitative analysis further reveals teachers’ adaptive strategies, moral positioning, and negotiation of global-local expectations. The study extends EMI identity research by offering context-sensitive insights into teacher positioning in international school settings.