A multifaceted approach to challenges faced by nnests: A comparative case study of a private and a state secondary school in turkey

As English has become a global language, dichotomy of NESTs (Native English speaking Teachers) and NNESTs (Non-native English speaking Teachers) has become a controversial issue. Although previous studies focused on strengths and weaknesses of two groups, few studies have focused on challenges of being a NNEST and how NNESTs overcome those challenges. Therefore, this mixed-method comparative case study does not only investigate the causes and outcomes of the difficulties encountered by NNESTs, but it also highlights how contextual and individual factors influence the way those challenges are experienced and handled. Sample of the study consists of 10 NNESTs from two highly reputed secondary schools in Hatay; one state school and one private school. The quantitative data were gathered by use of a close-ended questionnaire administered to participants at the spring term of 2018-2019 academic year. Classroom observations and semi-structured interviews were conducted with each participant in order to obtain qualitative data which was also obtained from the open-ended questions included in the questionnaire. Quantitative findings were analyzed by use of SPSS version 22 while thematic analysis was used to analyze qualitative data. The findings indicated that both group of NNESTs mostly experienced student-related challenges. However, teacher-related challenges and institution-related challenges were found higher in state school part. When compared with state school teachers; private school teachers were found much more effective in dealing with the challenges they face, which was associated with contextual differences between two schools as well as individual differences among the participants. The study has important suggestions as to how the NNESTs working in Turkey can be empowered based on the findings obtained. Keywords: NEST, NNEST, challenges, contextual factors