Challenges faced by non-native english teachers: professional development and classroom practices

Abstract

This study explores the perceptions of non-native English teachers at the Universidad Estatal Península de Santa Elena (UPSE) regarding the challenges they face in their professional development and classroom practices. The research responds to a gap in the literature: while international and regional studies have examined the struggles of non-native English teachers, little is known about how these teachers experience such challenges within the Ecuadorian higher education context. The general objective was to explore these perceptions in order to understand how linguistic confidence, professional development opportunities, and institutional support shape teaching effectiveness. A qualitative, phenomenological design was used, gathering data through one-on-one semi-structured interviews with five non-native English teachers currently working at UPSE. The results showed that English proficiency and accent strongly influence teachers' self-confidence and classroom interaction, often leading them to rely on structured activities instead of spontaneous communication. Participants also identified gaps in current professional development programs, which tend to focus on general pedagogy rather than the specific linguistic and emotional needs of non-native teachers. Heavy workloads and the absence of mentoring programs further limited opportunities for growth. The study concludes that strengthening self-efficacy, offering specialized training, and improving institutional support are essential steps toward enhancing teaching practices at UPSE.