CHALLENGES FACED BY NON-NATIVE ENGLISH TEACHERS IN RURAL SCHOOLS OF UZBEKISTAN

The teaching of English as a foreign language in rural regions of Uzbekistan has gained growing importance due to the country's strategic educational reforms and increased global integration. However, non-native English teachers working in rural schools face a multitude of challenges that hinder effective language instruction and student achievement. This paper critically analyzes the linguistic, pedagogical, infrastructural, and socio-cultural barriers confronted by these educators. Specifically, it highlights issues such as limited English language proficiency, lack of access to modern teaching methodologies and materials, insufficient technological infrastructure, and the low motivational environment in rural communities. Furthermore, the paper examines the psychological effects of professional isolation experienced by teachers, which often results in diminished motivation and low job satisfaction. Drawing on recent educational studies and field reports, this research underscores the urgent need for systemic support, including ongoing teacher training, resource allocation, and policy reform. The study concludes with practical recommendations aimed at enhancing the teaching capacity and overall effectiveness of non-native English teachers in rural Uzbekistan, ultimately contributing to improved language outcomes and educational equity.