HARNESSING TEACHER AGENCY FOR PEDAGOGICAL INNOVATION IN EFL CLASSROOM

Abstract

This study investigates the manifestation of teacher agency in EFL (English as a Foreign Language) classrooms, focusing on the adoption of innovative teaching strategies. By examining how EFL teachers perceive their own agency and identifying the factors that facilitate or impede their ability to innovate, this research provides a comprehensive understanding of the dynamics influencing pedagogical practices in EFL education. Data were collected through surveys, semi-structured interviews, and classroom observations involving a diverse sample of EFL teachers. The findings reveal that most of EFL teachers perceive themselves as having significant agency, particularly those with extensive teaching experience and access to continuous professional development. Key facilitators of teacher agency include strong institutional support, availability of resources, and a positive school culture that encourages experimentation and risk-taking. Conversely, rigid curricular requirements, lack of administrative support, insufficient resources, and time constraints were identified as significant barriers. These results underscore the importance of creating supportive and resource-rich educational environments to foster teacher agency and promote innovative teaching practices. The study concludes with recommendations for educational institutions and policymakers to provide robust professional development opportunities, ensure access to necessary resources, and create flexible curricular frameworks. By addressing these challenges, stakeholders can empower EFL teachers to implement dynamic and effective instructional strategies, ultimately enhancing student learning outcomes. Future research should further explore the long-term impacts of increased teacher agency on student achievement and engagement in EFL classrooms.