Beyond Equality in English Language Teaching: Self-Development and Professional Positioning of Native and Non-Native English-Speaking Teachers in the Gulf Cooperation Council

Abstract

This study investigates the roles, perceptions, and professional experiences of native and non-native English-speaking teachers in GCC-related English language teaching contexts The study adopts an exploratory qualitative design, drawing on systematically documented professional observations accumulated over a fifteen-year period and a thematically analyzed corpus of 200 publicly available LinkedIn posts related to English language teaching in the GCC. Data were analyzed inductively using a transparent coding procedure supported by reflexive memos and iterative theme refinement, allowing for the identification of recurring patterns across professional discourse and reflective practice. Analysis of the data generated nine interrelated themes: hiring bias and native speakerism, name-based discrimination, NNEST professional challenges, identity pride and resistance, linguistic relatability and bilingual support, professional complacency, optimal placement, social media advocacy, and sector innovation potential. The findings indicate that effective English language teaching is not inherently determined by linguistic origin but is more consistently associated with pedagogical clarity, cultural responsiveness, and sustained professional development. The study further reveals discursively constructed tensions between identity and professional growth, alongside perceived inconsistencies in teacher deployment practices as reflected in professional narratives The findings support calls for competency-based recruitment, strategic deployment aligned with teacher strengths, particularly at foundational proficiency levels, and equity-oriented professional development frameworks. By integrating reflexive professional observation with social media discourse, this study advances a multidimensional perspective that repositions the debate beyond binary inclusion toward a critical examination of professional growth, pedagogical contribution, and self-directed excellence in multilingual English language teaching contexts.