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Navigating Cultural Dynamics: A Qualitative Study of Teacher Agency in the Hierarchical and Collectivist Educational Context | ||
| Applied Linguistics Inquiry | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 11 فروردین 1405 اصل مقاله (472.88 K) | ||
| نوع مقاله: Original Article | ||
| شناسه دیجیتال (DOI): 10.22077/ali.2025.9257.1133 | ||
| نویسندگان | ||
| Hossein Ali Manzouri* ؛ vahid A Ghafrooi | ||
| English Department, University of Zabol, Zabol, Iran. | ||
| چکیده | ||
| Teacher agency, defined as educators’ capacity to act purposefully and autonomously, is vital for fostering innovative and effective educational practices. In Iran’s collectivist and hierarchical educational context, teachers navigate a complex interplay of cultural expectations, systemic constraints, and professional aspirations. Using semi-structured interviews for data collection and content analysis through a constant comparative method, this qualitative study explores the lived experiences of 32 English language teachers, to reveal that agency-framed teachers' decisions and acts are deeply influenced by collectivist cultural norms. Teachers shared stories of resilience and resourcefulness, striving to balance respect for authority with their desire to innovate and adapt teaching methods according to students’ needs. The findings revealed that collectivist values, hierarchical social structures, rigid curricula, parental expectations, and economic challenges constrain language teachers’ agency. Results of the current study emphasizes the need for systemic reforms that assist teachers in exerting their agency advocating for educational policies that humanize and empower educators as agents of transformative change in diverse global contexts while honoring cultural values. implications of the findings for language teachers, macro-policy makers, and other stakeholders are discussed in details. | ||
| کلیدواژهها | ||
| Teacher agency؛ Hierarchical social systems؛ Collectivist culture؛ Educational reform | ||
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آمار تعداد مشاهده مقاله: 119 تعداد دریافت فایل اصل مقاله: 145 |
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