Language Teachers as Agents of Neoliberal Agenda? Meta-Level Influence on Teachers’ Perceived Agency in Iranian ELT Context

This exploration reflects the growing body of research interest in the impact of the neoliberal ideology on teachers’ agentivity, analyzed through the lens of Engeström’s Activity Theory (1987). It examines how neoliberal ideology interacts with the perceived agency of Iranian EFL teachers. Probing into the meta-level influence of neoliberal, Anglo-American guidelines on teachers’ perceived agency within the Iranian context of English Language Teaching (ELT), this study was conducted through observation and in-depth interviews with 45 teachers selected purposively from various branches of the same language institute in different provinces. Thematic analysis uncovered the intricate interplay between neoliberal agendas and teachers’ perceived agency in the form of conformity, submissiveness, and resistance. Within the backdrop of an institute with branches in more than one hundred cities, which prioritizes cultural integrity, teachers’ agency was found to be shaped by the interaction of tools, rules, and community norms influenced by neoliberal and Anglo-American values. This includes pressures on teachers or their tendencies to conform to technician roles, where they prioritize standardized procedures over pedagogical beliefs. The findings have implications for language teachers, teacher educators, and policymakers in the field of ELT in Iran.