Teacher accountability and educational reform: Exploring Saudi EFL teachers’ well-being, professional practice and identity

Abstract

Saudi Arabia's Vision 2030 reform agenda emphasises teacher accountability to improve education and provide students with future skills. Despite its policy significance, there is a lack of research on how English as a Foreign Language (EFL) teachers in Saudi Arabia perceive the accountability system and its impact on professional practice. This study explored Saudi EFL teachers' perceptions of the accountability system and reforms. It investigated the challenges that accountability and restructuring measures have on EFL teachers' professional practice, well-being, and sense of professional identity. The study employed a qualitative methodology, adopting an interpretive paradigm. Semi-structured interviews were conducted with 14 purposively selected EFL teachers from five cities across Saudi Arabia. Data were analysed inductively using reflexive thematic analysis. Findings indicated that teachers experienced heightened stress, emotional exhaustion, and administrative overload, often at the expense of teaching. Participants expressed dissatisfaction with accountability mechanisms that privilege test results while neglecting broader educational contributions such as skill development, values education, and creativity. They recommended more balanced evaluation frameworks incorporating peer review, classroom observation, student feedback, and holistic measures of student growth. The study highlighted the need for flexible, inclusive accountability systems that respect teacher expertise, ensure equitable workloads, and integrate teacher voices into decision-making.