New Faculty Orientation as Teacher Education: What Do Teachers in New Positions Need Most?

Abstract

This exploratory study investigates the experiences of expatriate English teachers during orientation in higher education in the countries of the Gulf Cooperative Council (GCC), also called the Gulf States. Semi-structured interviews were conducted collecting qualitative data from twenty participants – expatriate English teachers working in Gulf higher education institutions (HEIs), with a focus on the induction experiences impacting their work in the classroom. The findings suggest newly arrived English teachers experience inconsistencies within HEI’s orientation programs, as those programs are developed for all faculty, without an appreciation for individual differences. Information overload resulted from administrative sessions, but formal orientation to teaching and students was lacking, amplifying feelings of uncertainty and isolation. However, new colleagues provided a means of informal induction, mitigating those feelings and assisting adaptation. These results lead to practical recommendations regarding organizational socialization, as a means to develop better adjusted English teachers working in more supportive communities of practice.