Ph.D. Program in English Language Education.Bayyurt, Yasemin.Tüzel, Ayşe Eser.2025-04-142025-04-142023Ph.D. Program in English Language Education. TKL 2023 U68 PhD (Thes TRM 2023 B55https://digitalarchive.library.bogazici.edu.tr/handle/123456789/21693The aim of this study is to qualitatively investigate the workplace experiences of 25 non-local non-native English- speaking teachers (henceforth non-local NNESTs), a third group of English teachers besides local NNESTs and native English- speaking teachers (henceforth NESTs). Additionally, the expectations of 25 local NNESTs, 25 non-local NNESTs, and seven administrators were met. The study took place in seven K-12 schools in a district of Istanbul, where a larger number of non-local teachers were hired. Data were collected through semi-structured interviews. The results revealed four major themes: unequal treatment between local and non-local NNESTs; lack of proficiency in Turkish among non-local NNESTs; challenges regarding school regulations; and the recruitment process. Besides disadvantages, advantages – i.e., personal and professional growth – were reported by non-local NNESTs. Regarding the second theme of the thesis, namely the expectations of the groups, all three groups agreed on the following issues: the professional contribution of non-local NNESTs, school achievement, and communication flow among groups. Non-local NNESTs, on the other hand, had distinct expectations in terms of fair treatment and attitudes toward them, whereas local NNESTs' and administrators' expectations focused on the non-local NNESTs' faster integration to school culture. The implication of the study is that, contrary to employment practices, the native/non-native dichotomy persists in the Turkish context, necessitating comprehensive training based on the reported needs and expectations of all three groups in order for those teachers to effectively participate in Turkish education.English language -- Study and teaching -- Foreign speakers.English teachers -- Turkey.xii, 173 leaves