Resource Constraints and Professional Challenges: Insights from English Teachers in Rural Schools of the Kurdistan Region of Iraq
Insights from English Teachers in Rural Schools
DOI:
https://doi.org/10.63841/iue24561Keywords:
Rural education, English language teaching, teacher challenges, resource constraints, teacher agencyAbstract
English language teachers in rural areas often face complex challenges that impede effective teaching and learning. This study investigates the experiences of English teachers in rural schools of the Kurdistan Region of Iraq, focusing on resource constraints, professional development gaps, and socio-cultural factors influencing English language teaching. Using a qualitative design, we conducted semi-structured interviews with 15 rural English teachers (8 female, 7 male) to capture their perspectives. Thematic analysis of the interviews revealed chronic shortages of teaching materials and technology, low student motivation linked to limited English exposure, inconsistent parental support due to socio-economic pressures, and insufficient teacher training and institutional support. These challenges are interrelated and worsen educational inequities between rural and urban settings. Despite these obstacles, teachers demonstrated agency and resilience in adapting to their context. The findings highlight an urgent need for policy interventions, including improved resource allocation, targeted professional development, and community engagement initiatives, to support rural English teachers. This study amplifies teacher voices from an under-researched context and contributes to broader debates on rural ELT, teacher agency, and resource equity in language education.
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