Let’s Think Aloud on Teacherpreneurship: A Phenomenological Study through the Lens of EFL Teachers

Let’s Think Aloud on Teacherpreneurship: A Phenomenological Study through the Lens of EFL Teachers | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Let’s Think Aloud on Teacherpreneurship: A Phenomenological Study through the Lens of EFL Teachers Hamed Barjesteh, Neda Fatehi Rad, Hossein Isaee This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-5640572/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Teacherpreneurs are a combination of educators and entrepreneurs who balance their teaching roles with the opportunity, resources, and motivation to develop and implement innovative educational practices and policies that benefit students and fellow teachers (Berry, 2010). Research indicates that teachers who exhibit entrepreneurial behavior often prioritize their professional development. However, the perceptions of English Language Teaching (ELT) teachers regarding teacherpreneurship have not been thoroughly explored in the context of the Middle East. This study seeks to investigate the perceptions of ELT teachers in four countries (i.e., Dubai, Turkey, Iran, and Iraq) about teacherpreneurship, examining its advantages and challenges. The study identifies common themes and attitudes among participants using a phenomenological design. Through purposive sampling and ethical considerations, 40 ELT teachers with experience in teacherpreneurship were selected. Semi-structured interviews were conducted via Duo and WhatsApp, with open-ended questions in English. The results revealed that participants viewed teacherpreneurship as a means for fostering innovation, advancing professionally, generating income, improving digital literacy, reducing burnout, and creating platforms for publishing academic work. Furthermore, participants identified several advantages and challenges associated with ELT teacherpreneurship. The findings have implications for many stakeholders, including ELT teacherpreneurs, their followers, and researchers across the Middle Eastern context. English Language Teaching Entrepreneurs Innovative Educational Practices Teacherpreneurs Introduction Teacherpreneurs, a blend of teachers and entrepreneurs, are educators who "continue to teach while having the time, space, and incentives to incubate big pedagogical and policy ideas and execute them in the best interests of both their students and their teaching colleagues" (Berry, 2013a, p. 16). Research has also shown that teachers exhibiting high entrepreneurial behavior often prioritize their professional development, which in turn enhances their teaching effectiveness and innovation (e.g., Amorim Neto et al., 2017; Drucker, 2014; Keyhani & Kim, 2020). Teaching in a second language (L2) context, especially in regions like the Middle East, is an intricate career where millions of dollars and countless hours are invested globally. The rapid growth of higher education in the past decade has placed increasing demands on teachers to take on more diversified roles and responsibilities to meet the needs of various stakeholders, including administrators, peers, and students (Bennett & Carré, 1993). Entrepreneurship in education, particularly teacherpreneurship, involves using innovations and technologies to enhance educational practices. EFL (English as a Foreign Language) teacherpreneurs are self-driven educators who move beyond traditional school environments, harnessing technology to gain autonomy and create educational platforms that benefit both students and their professional communities (Bahrami & Afzali, 2024). In the Middle East, countries like Dubai, Turkey, Iran, and Iraq are witnessing an increased emphasis on educational reform, yet teacherpreneurship remains underexplored. Despite the global significance of L2 teaching and the billions of dollars invested in it, many educational systems in the region still overlook the role of teacherpreneurship in fostering pedagogical innovation. The growing demand for professional development in the region, especially for EFL teachers, has highlighted the need for new approaches that go beyond traditional teaching roles. In many Middle Eastern countries, such as Iran and Iraq, and even in regions like Dubai, teacherpreneurship remains a novel concept. While the educational landscape in these countries is rapidly evolving, teacherpreneurship is seldom integrated into teacher training programs. For instance, reviewing syllabi of Master's and Ph.D. programs in TEFL, TESOL, and applied linguistics, as well as in-service teacher professional development programs in various universities across the region, reveals that many teachers are unfamiliar with entrepreneurial concepts (Borasi & Finnigan, 2010; Mazandarani, 2022). Teacherpreneurs excel in the classroom and contribute to education by embracing entrepreneurship. According to Berry (2013), a high-quality education system should integrate teacherpreneurship, where educators actively shape students’ learning experiences, collaborate with colleagues and administrators, and contribute to policy-making. Teacherpreneurs bring innovation to the classroom through their creative pedagogical ideas, dedication to student success, and ability to manage multiple roles effectively (Ni'mah et al., 2018). They possess entrepreneurial traits such as competence, creativity, and the ability to package, deliver, and market educational products (Epler, 2019). EFL teachers, by adopting these entrepreneurial attitudes, not only demonstrate mastery of their subject matter but also inspire students through innovative approaches to teaching and learning (Oplatka, 2014). In the Middle East, the potential for EFL teacherpreneurship is particularly strong due to the increasing accessibility of Information and Communication Technology (ICT), which transcends geographical and political boundaries. As the digital world connects educators globally, teachers in Dubai, Turkey, Iran, and Iraq have new opportunities to engage with international communities and enhance their professional practices through cross-border collaboration. The need for a multicultural and global mindset is increasingly important as teachers must navigate diverse educational settings and collaborate with colleagues worldwide (Ni'mah et al., 2018). While the concept of EFL teacherpreneurship is gaining traction globally, it is relatively new in many Middle Eastern countries. In Iran, for example, the research on EFL teacherpreneurship is limited, and many teachers and students are still unfamiliar with its benefits. This gap is also visible in Iraq, where EFL teacherpreneurs have not yet fully explored how to integrate entrepreneurial practices into their professional lives. Meanwhile, in more developed regions like Dubai and Turkey, there is a growing recognition of the importance of teacherpreneurship as a tool for educational reform and innovation. However, even in these contexts, there is still a lack of comprehensive research on how teacherpreneurs perceive and engage with entrepreneurial practices in the EFL field. This study explores EFL teacherpreneurship within the Middle Eastern context, particularly across four diverse countries: Turkey, Dubai, Iran, and Iraq. While the global significance of teacherpreneurship has been acknowledged, few studies have explored how teacherpreneurs in these regions perceive and engage with entrepreneurial practices. This research addresses this gap by providing a comparative analysis of the perceptions of ELT teachers in countries with varying levels of development in educational reforms. The innovation focuses on teachers' experiences in both developed and developing contexts in the Middle East, providing a deeper understanding of the challenges and opportunities of integrating teacherpreneurship into educational systems. This study seeks to fill a gap by exploring EFL teachers' perceptions of teacherpreneurship in Iran, Turkey, Dubai, and Iraq. Although research has shown that EFL teacherpreneurs positively influence student achievement and enhance educational quality (Kemdikbudristek, 2020), teachers' perceptions in these regions have not been adequately studied. This study seeks to understand how EFL teachers in these countries perceive the advantages and challenges of teacherpreneurship, with the ultimate goal of providing insights that can influence the development of more innovative and entrepreneurial teacher education systems across the Middle East. Therefore, the research questions for this study are: RQ1: What are EFL teachers' perceptions of teacherpreneurship in the Middle East (e.g., Iran, Turkey, Dubai, and Iraq)? RQ2: To what extent are EFL teachers in the Middle East aware of the advantages of EFL teacherpreneurship? RQ3: To what extent are EFL teachers in the Middle East aware of the disadvantages of EFL teacherpreneurship? Literature Review Teacherpreneurs are educators who combine their expertise in the classroom with entrepreneurial activities that enhance the educational landscape. “They are skilled practitioners who not only shape students' learning experiences but also contribute to the broader educational system through innovative initiatives, policy development, and professional collaboration” (Ni'mah et al., 2018, p. 12). As educators, teacherpreneurs exhibit qualities such as facilitation, motivation, and innovation, which enable them to create dynamic learning environments. “They bring subject matter expertise and creative pedagogical strategies that help students grasp content meaningfully and engage with the material on a deeper level” (Gupta & Muralidharan, 2020, p. 67). Teacherpreneurs inspire a sense of agency in students, fostering a proactive approach to learning and encouraging critical thinking. Beyond their classroom roles, “teacherpreneurs elevate their professionalism by actively engaging in local and international communities, sharing best practices, and building networks that aim to improve education on a wider scale” (Darling-Hammond, 2020, p. 102). This broad engagement allows them to bridge the gap between classroom practice and policy, shaping both educational outcomes and reforms Theoretical Background of Teacherpreneurship Research on teacher entrepreneurship can be categorized into three primary stances. The first stance involves studies that focus on teachers who are active in the field of entrepreneurship themselves. These teacherpreneurs are often seen as individuals who design and cultivate entrepreneurial abilities in their students, preparing them for the business world (Feriady & Santoso, 2020; Peltonen, 2015). Scholars like Carpenter et al. (2016) and Shelton and Archambault (2019) have emphasized the importance of teachers adopting an entrepreneurial mindset to nurture entrepreneurial thinking in their students. However, the question remains: what specific abilities are imparted to students through teacherpreneurs? According to Keyhani & Kim (2020), the characteristics and actions of the teacher play a central role in shaping what students learn and how they perceive entrepreneurship. The second stance examines teacher entrepreneurship through the lens of business formation, particularly focusing on teachers who engage in entrepreneurial ventures outside the classroom. For instance, Wu (2018) studied rural Chinese teachers who started businesses, such as bed-and-breakfast establishments, as a means of increasing their income. Similarly, science teachers in Trinidad and Tobago were surveyed about their entrepreneurial endeavors, which included starting new businesses (Esnard, 2012; Lasekan et al., 2021). The third stance views teacher entrepreneurship as a set of competencies that teachers utilize in their classrooms or within the education system. Oplatka (2014) explored this division, which is further divided into two subcategories: one that views teacher entrepreneurship negatively (Groundwater-Smith & Sachs, 2002), and another that sees it as a creative and positive endeavor (Martin et al., 2018). This view highlights the competencies teacherpreneurs must possess, such as creativity, adaptability, and an ability to foster an entrepreneurial spirit in their students. Empirical Studies Numerous empirical studies have examined the effects of entrepreneurship education and the role of teacherpreneurs in shaping students’ entrepreneurial mindsets. Schoonmaker et al. (2020) assessed how entrepreneurship education influences students' ability to recognize market opportunities, create business frameworks, and identify customer-centered traits. Kalas and Raisinghani (2019) found that confidence and self-efficacy were key motivational factors that encouraged students to embrace entrepreneurial practices, further enhancing their commitment to academic success and entrepreneurial behaviors. Chilvers (2018) examined how teachers' entrepreneurial practices influence students' job-seeking success and job satisfaction after graduation. The study revealed that students who had teachers with entrepreneurial experience were more successful in securing jobs and reported higher levels of job satisfaction. Similarly, Sugeng and Suryani (2018) investigated effective learning strategies for cultivating entrepreneurship among students, identifying structured, accountable presentation-based activities as particularly effective. Naegels et al. (2018) examined factors that inhibit entrepreneurship education. Their meta-analysis revealed that cultural norms, academic training, and societal changes often prevent effective entrepreneurship teaching, making it challenging for teacherpreneurs to enact entrepreneurial thinking. Shalini et al. (2017) further examined how teachers' entrepreneurial orientations enhanced students' problem-solving abilities, suggesting that teachers who adopt an entrepreneurial stance directly or indirectly contribute to the development of higher-order cognitive skills in their students. Seechaliao (2017) identified the most common instructional strategies used by teacherpreneurs. These strategies included project-based learning, creative thinking, critical thinking, problem-solving, and research-oriented learning. Aladağ (2017) found a significant correlation between teachers' personal views on entrepreneurship and the strategies they employed to foster entrepreneurial competencies in their students. Teacherpreneurship in the Middle East and Selected Countries The concept and influence of teacherpreneurship are particularly significant in the Middle East, where education systems are undergoing major transformations. In countries such as Turkey, Dubai (UAE), Iran, and Iraq, there is increasing recognition of the need to foster entrepreneurial skills in students, with teacherpreneurs playing a crucial role in this shift. Turkey has made significant strides in integrating entrepreneurship into the national curriculum in recent years. With a growing youth population and high levels of unemployment, particularly among graduates, fostering an entrepreneurial mindset has become a key objective of educational policy. Recent studies (e.g., Kavas, 2023) emphasize the role of teacherpreneurs in promoting innovative teaching practices. Teachers in Turkey are increasingly seen as facilitators who inspire students to think critically and take risks in their educational journeys, thus contributing to the broader national goal of economic diversification. Yılmaz & Kılıç (2023) found that teachers with entrepreneurial skills are more likely to implement project-based learning strategies, encouraging students to develop practical business skills. Dubai (UAE) as part of the UAE's push to become a global hub for innovation and entrepreneurship, has implemented several initiatives to encourage entrepreneurial thinking in education. The UAE government’s National Strategy for Innovation (2015) emphasizes the importance of entrepreneurship education, and teachers are being increasingly trained to adopt innovative teaching strategies. Recent research by Al-Hosani and Al-Fahim (2023) emphasizes the increasing importance of teacherpreneurs in developing students' entrepreneurial mindsets, especially through technology and integrating real-world business case studies into the curriculum. In Dubai, teacherpreneurs are crucial to the country's larger economic diversification objectives and promoting a knowledge-based economy. In Iran, the entrepreneurial education landscape is evolving as part of efforts to combat high youth unemployment and foster innovation. Teacherpreneurs in Iran face challenges such as a rigid education system and political constraints, but they play a key role in helping students navigate these obstacles. Mirzaei and Sadeghi (2023) found that Iranian teacherpreneurs, particularly in major cities like Tehran, increasingly adopt creative teaching methods and focus on experiential learning. Despite the country's economic challenges, efforts are being made to equip students with entrepreneurial skills for the workforce. The study indicates that teacherpreneurs in Iran play a crucial role in transforming the educational system by integrating entrepreneurship as a core component of the curriculum. Iraq's education system has been significantly impacted by years of conflict, but there are ongoing efforts to integrate entrepreneurship education into schools and universities. Teacherpreneurs in Iraq face numerous challenges, including limited resources and infrastructural issues. However, recent studies indicate that teachers who embrace entrepreneurial practices are making a difference in students' engagement and academic success. Al-Darraji (2023) found that teacherpreneurs in Iraq increasingly incorporate problem-solving, project-based learning, and innovation into their teaching strategies. These efforts are essential in preparing students to address Iraq’s post-conflict economic challenges by developing their businesses and contributing to the national economy. The integration of teacherpreneurship into the educational systems of Turkey, Dubai (UAE), Iran, and Iraq represents a significant trend aimed at equipping students with the entrepreneurial skills necessary for success in an increasingly competitive global economy. Teacherpreneurs in these countries play a vital role in transforming the classroom environment and contributing to broader national goals such as economic diversification, innovation, and job creation. Recent empirical studies (e.g., Kavas, 2023; Al-Hosani & Al-Fahim, 2023; Mirzaei & Sadeghi, 2023; Al-Darraji, 2023) show that teacherpreneurs in these regions are adopting innovative teaching practices that foster entrepreneurship, despite the challenges posed by socio-political and economic factors. Method Participants The participants in this study were 40 EFL teacherpreneurs (20 males and 20 females) from Turkey, Dubai (UAE), Iran, and Iraq. The participants were selected through purposive sampling, ensuring they had experience in EFL teacherpreneurship. EFL teacherpreneurship in this study refers to the involvement of teachers in innovative activities such as creating instructional videos, designing new English courses, developing e-books, utilizing game-based learning strategies, and creating specialized methods for teaching English to diverse learner groups, including those with learning difficulties. The participants held B.A., M.A., or Ph.D. degrees in various branches of English language and literature and had teaching experience ranging from 5 to 25 years in different educational settings, including schools, institutes, and universities. The teachers were aged between 30 and 60 years with an age average of 41. Given the diversity of the sample, 40 participants were considered sufficient to reach data saturation, a point where no new information emerged. All participants were fully informed about the study’s objectives, and their participation was voluntary. Confidentiality and anonymity were assured throughout the research process. Instruments The data collection instrument for this study was a semi-structured interview, conducted in English, which consisted of four open-ended questions. These questions were developed to explore the participants' perceptions of teacherpreneurship, their experiences with EFL teacherpreneurship, and the advantages and challenges they encountered in implementing innovative practices. The questions were informed by a review of the existing literature on teacherpreneurship (e.g., Onuma, 2016) to ensure that they addressed the research objectives comprehensively. The semi-structured nature of the interview allowed flexibility, enabling participants to elaborate on their experiences while still addressing the core topics of interest. The interviews were conducted individually via Duo or WhatsApp to accommodate participants from different countries. The interviews were audio-recorded with the participant's consent and later transcribed verbatim for analysis. Inter-coder reliability was assessed to ensure the validity and reliability of the interview instrument. Three experts in thematic analysis independently analyzed a sample of the interview data to check for consistency with the researcher’s findings. The consistency between the researcher’s analysis and the expert’s interpretation confirmed the reliability of the coding process. Validity was further ensured by presenting direct quotations from participants alongside the identified themes, providing transparency and grounding the findings in the participants' actual responses. Procedure The data collection process in this study followed a systematic and ethically sound procedure, ensuring that all participants were treated with respect and their rights were upheld throughout the research. The researcher began by obtaining informed consent from all participants. This consent was obtained after providing the participants with comprehensive information about the study’s purpose, objectives, and the potential risks and benefits of participating. The participants were informed that their participation was voluntary and that they could withdraw at any point during the study without any negative consequences. Furthermore, the researcher emphasized that the participants' identities would remain confidential, and their responses would only be used for research purposes. After obtaining informed consent, the interviews were scheduled at times that were convenient for the participants, ensuring that they had adequate time to prepare and engage in the interview process without feeling rushed or pressured. Given the international nature of the study, the interviews were conducted remotely using communication platforms such as Duo or WhatsApp , allowing the researcher to connect with participants from four countries: Turkey , Dubai (UAE) , Iran , and Iraq . The online format was chosen to accommodate logistical challenges, including time zone differences and geographic constraints. The interviews were conducted in a semi-structured format, which provided flexibility while ensuring that all key topics were covered. The researcher asked open-ended questions related to EFL teacherpreneurship , including its advantages, challenges, and how it has impacted the participants' teaching practices. These questions encouraged participants to reflect on their experiences and provide rich, detailed accounts of their teaching methods, innovations, and the ways in which they integrated entrepreneurial practices into their classrooms. Each interview was audio-recorded with the consent of the participants. The audio recordings were transcribed verbatim by the researcher to ensure accuracy and maintain the integrity of the data. To ensure privacy, the recordings were securely stored, and only the researcher had access to the original audio files. The transcriptions were then stored separately from the participant's personal information, which was also anonymized to protect their identities. Once the interviews were completed and transcribed, the researcher began the process of data analysis . The transcribed data were subjected to thematic analysis to identify recurring themes and patterns. This process helped the researcher gain deeper insights into the experiences and perceptions of the participants regarding EFL teacherpreneurship. Design This research utilized a qualitative approach and employed a phenomenological design. This design is especially suitable for exploring individuals' lived experiences and the meanings they assign to a specific phenomenon. In this case, the phenomenon of interest was EFL teacherpreneurship, with a focus on how teachers innovate in their practices and the impact these innovations have on students. Phenomenology allows for a rich exploration of the subjective experiences of participants, capturing the depth of their perceptions. In line with this design, the study used semi-structured interviews as the primary method for data collection, which allowed participants to share their insights in a flexible yet focused manner. Thematic analysis was then employed to identify patterns and themes across the interview data, providing a nuanced understanding of the phenomenon under investigation. Data Analysis The data collected from the interviews were analyzed using thematic analysis, a widely used method for analyzing qualitative data. The process happened through 5 stages familiarization, coding, generating themes, reviewing themes, naming, and defining themes. The process began with familiarization, where the researcher read and re-read the interview transcriptions to become thoroughly acquainted with the data. Next, the researcher identified initial codes by extracting relevant words, phrases, and ideas from the transcriptions, which reflected key aspects of the participants' experiences and perceptions of EFL teacherpreneurship. These codes were then grouped into broader themes that represented common patterns across the data, capturing the main ideas and experiences shared by the participants. The themes were reviewed and refined to ensure they accurately reflected the data, with checks against the raw data for consistency and validity. Lastly, each theme was defined and named, with clear explanations provided for what each theme represented. These themes were then used to address the research questions and draw conclusions about the nature of EFL teacherpreneurship. Through this process, the researcher was able to identify the central experiences, practices, and perceptions related to EFL teacherpreneurship across the four countries involved in the study. Ethical Issues Ethical considerations were central to this study, and the research was conducted in strict accordance with ethical guidelines to ensure the well-being of the participants and the integrity of the study. The following ethical principles were adhered to throughout the research process: Informed Consent: Before participating in the study, all participants were given detailed information about the study’s purpose, procedures, and the potential risks and benefits of participation. Participants were informed that their involvement was voluntary and that they had the right to withdraw from the study at any time without any negative consequences. Only participants who provided written informed consent were included in the study. Confidentiality and Anonymity: To protect the privacy of the participants, all personal information, including names and other identifiable details, was kept confidential. The interviews were anonymized during transcription, with pseudonyms assigned to each participant to ensure their identities remained private. Additionally, the data were stored securely, with access limited to the researcher. Right to Withdraw: As part of the informed consent process, participants were made aware of their right to withdraw from the study at any time without penalty. This allowed participants to feel comfortable in sharing their experiences without the fear of being coerced or pressured to continue. Non-Harm: The study was designed to minimize any potential harm or discomfort to participants. The interview questions were framed in a manner that encouraged participants to share their experiences openly but did not require them to disclose sensitive personal information that could cause distress. Participants were also given the option to skip any questions they did not wish to answer. Ethical Review and Approval: Prior to commencing the study, ethical approval was obtained from the researcher’s institution, which reviewed the research design and ethical considerations. This ensured that the study complied with institutional and international ethical standards for conducting research involving human participants. Cultural Sensitivity: Given the study’s focus on participants from four different countries, cultural sensitivity was a key consideration. The researcher made efforts to ensure that the interview questions were respectful of cultural norms and that the language used during the interviews was appropriate for all participants, regardless of their cultural background. The researcher also took care to be mindful of any cultural differences that might influence the way participants responded to the interview questions. Through these ethical practices, the study ensured that the participants’ rights and well-being were safeguarded throughout the research process. The researcher remained committed to conducting the study with integrity, ensuring that the findings would contribute meaningfully to the field of EFL teacherpreneurship while maintaining the trust and respect of the participants. Results Results of the First Research Question The first research question sought to explore EFL teachers' perceptions of teacherpreneurship in Iran, Turkey, Dubai, and Iraq. Based on the interview data, six main themes emerged. These themes were drawn from the participant’s responses and provided a comprehensive understanding of their views on teacherpreneurship. Below is an expanded explanation of each theme: 1. A Tool for Income Many participants saw teacherpreneurship as a practical and essential tool to supplement their incomes. Teaching, especially in certain regions, is often not financially rewarding, and teachers face challenges in meeting their financial needs solely through their teaching salaries. This is particularly true in countries where the education system is underfunded, or teaching wages are relatively low compared to the cost of living. Participant 5 remarked, “Teacherpreneurship is an opportunity to reach higher income. Teaching wages are insufficient for living. Teacherpreneurship is a way to obtain more money.” This statement highlights the importance of entrepreneurial initiatives for teachers to bridge the gap between their professional earnings and personal financial requirements. Participant 12 reinforced this perspective by saying, “To me, there exist different strategies to gain money besides teaching. One strategy to do this is teacherpreneurship. I consider teacherpreneurship equivalent to money making.” This underscores how teacherpreneurs often view entrepreneurial ventures as an essential means to increase their financial well-being and achieve financial independence. In this context, teacherpreneurship enables teachers to generate additional income by leveraging their skills, knowledge, and experience outside traditional teaching settings, such as through online tutoring, creating educational materials, or offering specialized workshops. 2. An Opportunity for Innovation Teacherpreneurship was consistently perceived as a powerful avenue for innovation. Participants emphasized how entrepreneurial endeavors provided an opportunity to develop and apply new, creative ideas to teaching and education. Teachers saw these activities as a way to showcase their innovative potential and explore novel ways of engaging students and improving learning outcomes. Participant 10 highlighted, “Teacherpreneurship is an innovative act. Through teacherpreneurship, teachers can make innovations that are mostly creative.” This suggests that teachers do not see entrepreneurship merely as a financial pursuit, but as a creative outlet where they can experiment with new pedagogical strategies and technologies. Participant 32 supported this view by stating, “Teacherpreneurship generates innovation. Teachers can show their innovative talent through teacherpreneurship. It is a channel for creation and innovation.” This reflects the belief that teacherpreneurs can drive educational change by introducing fresh approaches and technologies into their teaching practices. Innovation is seen as not only a personal achievement but also as a way to inspire students and colleagues. By creating new teaching methods, tools, or content, teacherpreneurs play an important role in transforming traditional educational practices and making learning more dynamic and engaging. 3. A Ladder for Professional Improvement For many of the participants, teacherpreneurship was viewed as a stepping stone for professional growth and improvement. Teachers often seek ways to enhance their teaching effectiveness, broaden their skill set, and advance their careers. Engaging in entrepreneurial activities was seen as a way to meet these professional goals. Participant 14 explained, “In order to improve in teaching, some teachers try teacherpreneurship as a ladder. Improvement is a necessity in all jobs including teaching. Teacherpreneurship helps teachers improve in their work.” This suggests that teacherpreneurship is viewed not only as a means to earn extra income but also as a career development tool. By exploring entrepreneurial ventures, teachers can acquire new skills, refine their existing abilities, and stay relevant in the rapidly changing field of education. Participant 39 echoed this by saying, “Any teacher wishes to improve in her/his job. Being improved is a satisfactory state for any teacher. I think teacherpreneurship is a very helpful key for this goal.” This response illustrates that professional improvement is a key motivating factor for teachers considering teacherpreneurship. It enables them to continuously evolve, adopt innovative practices, and stay motivated in their careers. Teacherpreneurship, in this sense, can be seen as an important aspect of lifelong professional development. It offers teachers the chance to step out of their comfort zones, engage with new challenges, and grow in ways that enhance their effectiveness in the classroom. 4. A Tool for Digital Literacy With the rapid advancement of technology in education, digital literacy has become an essential skill for educators. Many participants in the study identified teacherpreneurship as an important tool for enhancing digital competence, which is crucial for effective teaching in the 21st century. In today’s education landscape, the ability to use digital tools, platforms, and resources is paramount, and teacherpreneurs are seen as key figures in the adoption of these technologies. Participant 25 noted, “Recently, technological developments have penetrated education. To benefit from these technologies, teachers need digital literacy. Teacherpreneurship is a tool for digital literacy.” This statement highlights the role of teacherpreneurship in providing teachers with the opportunity to enhance their technological skills and adapt to the growing demand for digital tools in the classroom. Participant 17 further emphasized, “Using educational technologies requires teachers to be digitally literate. This can be achieved through teacherpreneurship. To be digitally competent, teachers can resort to teacherpreneurship.” This view aligns with the notion that teacherpreneurship is not only about creating content or generating income but also about keeping up with the evolving technological demands of the educational sector. For teachers in regions like Iran, Turkey, Dubai, and Iraq, digital literacy is seen as vital for connecting with students, accessing educational resources, and participating in global educational communities. Teacherpreneurship provides a means for teachers to improve their technological capabilities, enabling them to better serve their students. 5. A Means for Publishing Academic Outcomes Teacherpreneurs also recognized the potential for using entrepreneurship as a platform to share academic research, educational insights, and scholarly work. In countries like Iran, Iraq, Turkey, and Dubai, where academic resources and networks may be limited, teacherpreneurship offers teachers a way to disseminate their research and ideas more effectively, both locally and globally. Participant 5 shared, “Knowledge publishing is the first step in its development. Via teacherpreneurship, teachers can publish the outcomes of their academic works.” This highlights the idea that teacherpreneurship is a means of transforming research into publicly accessible content, thereby advancing teachers' academic careers and contributing to the broader field of education. Participant 2 also commented, “Research and academic works should be shared with others to be fruitful. If teacherpreneurship is implemented appropriately, this knowledge-sharing can be more effectively conducted.” This view reflects the belief that teacherpreneurs, through their entrepreneurial activities, can create platforms or avenues to disseminate their work, whether through blogs, online courses, e-books, or other digital mediums. Publishing academic outcomes through entrepreneurial ventures not only helps teachers enhance their professional profiles but also contributes to the development of the academic community, particularly in regions where academic collaboration and networking may be less accessible. 6. A Tool for Reducing Burnout Teacher burnout is a significant issue for educators worldwide, and participants expressed how teacherpreneurship might serve as a remedy to alleviate the stress and exhaustion that often accompany the teaching profession. Many teachers, particularly in high-pressure environments, struggle with burnout due to heavy workloads, student demands, and a lack of support. Engaging in entrepreneurial ventures was viewed by some as a way to reignite their passion for teaching and combat feelings of burnout. Participant 20 noted, “Teachers are constantly exposed to burnout feeling. They feel exhausted. It is possible that teacherpreneurship can serve as a tool to reduce this bad feeling.” This response reflects the notion that entrepreneurial activities, by offering teachers a change of pace and an opportunity to pursue personal projects, can help reduce stress and create a sense of fulfillment beyond the traditional classroom setting. Participant 1 further explained, “Teaching becomes sometimes challenging with a sense of burnout. Teacherpreneurship can help teachers cope with burnout.” This reinforces the idea that teacherpreneurship can offer a sense of renewal and satisfaction, allowing teachers to reconnect with their passion for education in new and meaningful ways. By engaging in teacherpreneurship, teachers are able to diversify their professional roles and take on new, stimulating challenges that help break the monotony of traditional classroom teaching. This diversification can significantly reduce the risk of burnout and improve overall job satisfaction. The frequency and percentage of extracted themes as EFL teachers’ perceptions of EFL teacherpreneurship have been presented in Table 1. Table 1. Frequency and Percentage of Extracted Themes as EFL Teachers’ Perceptions of EFL Teacherpreneurship Themes Frequency Percentage (%) A tool for income 20 80 An opportunity for innovation 17 68 A ladder for professional improvement 19 76 A tool for digital literacy 18 72 A means for publishing academic outcomes 16 64 A tool for reducing burnout 16 64 As demonstrated in Table .1, the themes were recurrent in the quotations of more than 16 EFL teachers (i.e., 64% of the sample). Results of the Second Research Question Concerning the second research question (i.e., What are Iranian EFL teachers’ perceptions of the advantages of EFL teacherpreneurship?), the following themes emerged from the interviews: 1. Developing New Methods of EFL Teaching The participants emphasized a key benefit of teacherpreneurship: the creation and implementation of innovative teaching methods. Many EFL teachers indicated that traditional, conventional methods no longer suffice in today’s rapidly evolving educational landscape, and teacherpreneurs play a key role in providing modern and effective alternatives. Participant 40 expressed, “I learn new EFL teaching methods from teacherpreneurs. Some methods they suggest are very effective, useful, and modern.” This highlights the perception that teacherpreneurs contribute fresh, contemporary approaches to teaching that can enhance the learning experience. Participant 16 noted, “Teaching English is a field that should be updated with new methods. Following old methods does not work in our field. Teacherpreneurship can be informative in providing new teaching methods.” This statement underscores the importance of staying current with teaching trends, which teacherpreneurs facilitate by experimenting with and sharing innovative strategies. Teacherpreneurs are seen as key figures who move away from outdated techniques and introduce methods that are adaptable to the needs of modern students and advancements in technology. For many teachers, adopting these new methods enhances their ability to connect with students and engage them effectively. 2. Generating New Relationships Another key advantage of teacherpreneurship is its opportunity to generate new professional relationships. Teachers involved in teacherpreneurship often find themselves part of broader networks, which can lead to new connections with peers, collaborators, and mentors from diverse backgrounds. Participant 21 shared, “Teacherpreneurship is a bed for generating new relations. The groups and channels wherein teacherpreneurship is done are good places for building new relations and finding new friends.” This reflects the social aspect of teacherpreneurship, where teachers expand their professional circles and share experiences with like-minded individuals. Participant 2 also mentioned, “I came across new partners in teacherpreneurship networks. It is an immune place for acquaintance with new persons. I found new relations in such groups.” For many teachers, teacherpreneurship networks provide a space for professional development and for forming meaningful relationships that could open doors to new opportunities and collaborations. Through these expanded networks, teachers might learn from others, gain new perspectives on educational challenges, and create partnerships that may lead to innovative projects, research, or teaching ventures. 3. Familiarity with the Latest English Teaching Achievements The participants identified a major advantage of teacherpreneurship as exposure to the latest research, trends, and achievements in English language teaching (ELT). Teacherpreneurs often share cutting-edge materials and resources that might not always be available through traditional educational channels. Participant 13 stated, “EFL teacherpreneurs present, among other things, the last achievements of the teaching field. Textbooks are not very informative in this regard. I think that their materials are very informative.” This highlights a clear distinction between traditional teaching resources, like textbooks, and the dynamic, up-to-date content shared by teacherpreneurs. Participant 29 remarked, “One thing I like about EFL teacherpreneurs is that they attach the most recent findings on English teaching. Many things can be learned from teacherpreneurs.” This statement reinforces the idea that teacherpreneurs are not only facilitators of teaching but also curators of the latest educational content, keeping teachers informed about developments in the field. For teachers in Iran, where access to international resources and the latest teaching innovations might be limited, teacherpreneurship offers an important avenue for staying current with global advancements in ELT. 4. Learning Self-Directed English Teaching Teacherpreneurship was also seen as an opportunity for EFL teachers to enhance their self-directed teaching skills. Many participants noted that teacherpreneurs empower teachers to be more autonomous in their teaching methods, creating an environment where learners can take charge of their education as well. Participant 10 mentioned, “EFL teacherpreneurs are experts at teaching autonomous English language learning. They have good hints in their hands which have been hidden from my eyes as a teacher. I learned how to teach my students in a way that my students learn with less dependence on textbooks.” This demonstrates how teacherpreneurs encourage self-directed learning, and empower teachers and students to take ownership of their educational journeys. Participant 12 shared, “A stimulus that served as an impetus for me to join EFL teacherpreneurs’ networks was my friends’ accounts of how they could learn to teach English independently after implementing their educational instructions.” This shows how teacherpreneurship networks teach self-directed strategies, inspiring teachers to adopt these methods and leading to more effective and sustainable teaching practices. Through teacherpreneurship, teachers can enhance their abilities to teach English more independently, fostering a classroom environment where students are empowered to learn without over-relying on textbooks or traditional materials. 5. Reconstructing Identity For many teachers, embracing teacherpreneurship has transformed their professional identity. This theme reflects how exposure to new ideas and practices can reshape a teacher's perception of their role in the classroom and in the broader educational community. Participant 15 stated, “When you learn something new, you feel your identity as an English teacher is being re-constructed. You enjoy a sense of teacher identity reconstruction. This motivated me to remain a member of EFL teacherpreneurship groups.” This theme highlights the profound impact that teacherpreneurship can have on personal and professional growth as teachers reshape their identity to reflect their evolving practices and knowledge. Participant 8 explained, “I learned to self-present myself due to my newly acquired English knowledge in new ways. Accordingly, my sense of being changed considerably. I experienced a personal transformation.” This statement suggests that teacherpreneurship affects teachers’ professional identities and contributes to their personal growth, instilling confidence and a renewed sense of purpose. For many participants, teacherpreneurship provided a platform for personal and professional reinvention, allowing them to develop a deeper sense of their role and value as educators. 6. Improving Teaching Quality The final advantage identified by the participants was the improvement in teaching quality. Teachers reported that engaging with teacherpreneurship practices helped refine their teaching methods and increase their effectiveness in the classroom. Teacherpreneurship was seen as a means to achieve job satisfaction and greater professional success. Participant 14 noted, “English teaching is a job that needs constant success if a teacher wants to achieve job satisfaction. EFL teacherpreneurs provide a bed for reaching teaching success.” This indicates that teacherpreneurs are viewed as key contributors to enhancing teaching quality and, by extension, improving teachers’ job satisfaction. Participant 27 added, “I believe I teach English more effectively after familiarity with EFL teacherpreneurs. I am more successful in my job.” This theme illustrates that exposure to innovative practices and ongoing professional development through teacherpreneurship leads to improved classroom outcomes and more effective teaching. For teachers in Iran, where the education system may face challenges such as outdated resources or limited professional development opportunities, teacherpreneurship offers an important solution for improving the quality of education. Table 2 shows the frequency and percentage of the extracted themes as EFL teachers’ perceptions of the advantages of EFL teacherpreneurship. Table 2. Frequency and Percentage of Extracted Themes as EFL Teachers’ Perceptions of Advantages of EFL Teacherpreneurship Themes Frequency Percentage (%) Developing new methods of EFL teaching 21 84 Generating new relations 18 72 Familiarity with the last English teaching achievements 16 64 Learning self-directed English teaching 16 64 Reconstructing identity 18 72 Improving teaching quality 22 88 As indicated in Table 2, the themes were prevalent in the quotations of more than 16 EFL teachers (i.e., 64% of the participants). Results of the Third Research Question Concerning the third research question, “What are EFL teachers’ perceptions of the disadvantages of EFL teacherpreneurship?”, the following themes emerged from the interviews: 1. Need Too Much Time A key disadvantage of teacherpreneurship, as perceived by the participants, is the significant amount of time it demands. Many teachers reported that, due to their busy schedules, they find it difficult to allocate the necessary time for engaging in teacherpreneurial activities, which may interfere with their regular teaching responsibilities. Participant 14 explained, “EFL teacherpreneurship needs much free time. I do not have the time to devote to EFL teacherpreneurship. This is a main disadvantage of EFL teacherpreneurship.” This reflects a common concern among teachers who feel that their teaching workload, administrative duties, and personal life already consume most of their time, leaving little room for additional teacherpreneurial ventures. Participant 20 also shared, “Shortage of time is problematic in teacherpreneurship. A high amount of time should be put into teacherpreneurship. Finding such time is difficult.” This statement highlights the challenge of balancing the demands of teaching with the time required to develop and implement teacherpreneurial projects. Many teachers feel overwhelmed by their current commitments, making it difficult to engage in activities that require a substantial time investment. For many participants, time constraints represent a major obstacle to fully embracing teacherpreneurship, as they struggle to integrate these activities into their already packed schedules. 2. Need Too Much Money In addition to time constraints, financial limitations were also cited as a significant disadvantage of EFL teacherpreneurship. Several participants noted that engaging in teacherpreneurship often requires a considerable financial investment, which may not be feasible for teachers working in low-paid positions. Participant 15 pointed out, “Preparing the required tools and materials for teacherpreneurship needs a lot of money. Affording the money is not an easy task. You know teaching is a low-salary profession. No money remains for teacherpreneurship activities.” This reflects the financial strain that teachers face, particularly in countries where teaching salaries are not sufficient to cover personal expenses, let alone additional costs for teacherpreneurial initiatives. Participant 9 similarly mentioned, “The money that should be spent on teacherpreneurship is a limitation. Teacherpreneurship cannot be fulfilled without money. I can say that lack of money demotivates teachers in teacherpreneurship.” This highlights the practical barrier that the need for financial resources presents. For many teachers, the costs associated with purchasing materials, tools, or accessing technology for teacherpreneurship projects make it difficult to sustain these activities, thus limiting their engagement in entrepreneurial ventures. The financial burden associated with teacherpreneurship is seen as a major deterrent for teachers already struggling with limited financial resources. 3. Need Too Many Facilities Another disadvantage highlighted by participants was the need for various physical resources and facilities to effectively carry out teacherpreneurial activities. These resources are often costly and not easily accessible, further complicating the implementation of teacherpreneurship projects. Participant 28 noted, “Teacherpreneurship needs facilities or physical resources. Teacherpreneurship needs many facilities, some of which are very expensive. This is a disadvantage of teacherpreneurship to me.” The need for specialized equipment or infrastructure is a significant hurdle for teachers, particularly those working in schools or educational environments with limited resources. Participant 31 added, “A big disadvantage is the need for teacherpreneurship in diverse facilities. It cannot be done through simple procedures. Accordingly, it is too hard to try teacherpreneurship.” This indicates that teacherpreneurship is often seen as a resource-intensive endeavor, requiring financial investment and access to proper facilities, which may not always be available in all educational settings. Without these resources, teachers may feel discouraged from innovating through teacherpreneurship. The lack of adequate facilities and the financial constraints associated with securing them are perceived as significant barriers, especially for teachers in underfunded educational environments. 4. Need Computer Literacy A final challenge that emerged from the interviews was the need for computer literacy in order to successfully engage in teacherpreneurship. Since many teacherpreneurial activities involve digital tools, software, and online platforms, teachers without strong computer skills may find it difficult to participate fully in these initiatives. Participant 18 explained, “Teacherpreneurship requires you to be knowledgeable in computers. You should know about many applications. This is because many teachers have low computer literacy.” This suggests that for teachers who may not be technologically savvy, the barrier to computer literacy is a significant disadvantage. They may feel ill-equipped to engage in digital teacherpreneurship or face a steep learning curve when attempting to use unfamiliar tools. Participant 11 shared, “To do EFL teacherpreneurship means to be literate in computer software and hardware. The need for computer skills is what makes teacherpreneurship a challenging matter.” The increasing reliance on technology in teacherpreneurship activities can be intimidating for teachers who do not possess strong digital skills. This technological gap can hinder their ability to develop online courses, create educational materials, or interact in digital teacherpreneurial communities. For many teachers, especially those with limited access to technology or insufficient training in computer skills, the digital demands of teacherpreneurship create a significant barrier to participation. Table 3 shows the frequency and percentage of the extracted themes as EFL teachers’ perceptions of the disadvantages of EFL teacherpreneurship. Table 3. Frequency and Percentage of Extracted Themes as EFL Teachers’ Perceptions of Disadvantages of EFL Teacherpreneurship Themes Frequency Percentage (%) Need too much time 24 96 Need too much money 20 80 Need too many facilities 19 76 Need computer literacy 23 92 As seen in Table 3, the themes were repeated in the quotations of more than 19 EFL teachers (i.e., 76% of the participants). Discussion This study explored EFL teachers’ perceptions of EFL teacherpreneurship across four Middle Eastern countries—Iran, Dubai, Turkey, and Iraq. Although teacherpreneurship has been extensively discussed in the literature, there is a lack of comparative research on how teachers perceive and engage with this concept in diverse contexts. This study addresses this gap by identifying key perceptions of EFL teacherpreneurs and comparing the advantages and disadvantages across these countries. The findings highlight both shared and unique perspectives, offering valuable insights into the role of teacherpreneurship in the Middle Eastern EFL context. In response to the first research question, the findings revealed several key themes regarding the perceptions of EFL teachers about teacherpreneurship: 1) a tool for income, 2) an opportunity for innovation, 3) a ladder for professional improvement, 4) a tool for digital literacy, 5) a means for publishing academic outcomes, and 6) a tool for reducing burnout. These themes, identified through qualitative data analysis, reflect the multifaceted nature of EFL teacherpreneurship and indicate its relevance in the educational contexts of all four countries. Income generation emerged as a key theme in all four countries: Iran, Dubai, Turkey, and Iraq. Teachers in these regions recognized EFL teacherpreneurship as essential for supplementing their incomes. This is especially relevant in Iran and Iraq, where EFL teachers often face financial challenges due to low salaries. While teacher salaries tend to be higher in Dubai and Turkey, many teacherpreneurs still pursue entrepreneurial ventures to boost their earnings. Recent studies by Khan et al. (2023) indicate that teacherpreneurs in the Middle East view additional income as a significant incentive for participating in entrepreneurial activities. This finding corroborates the work of Kalas and Raisinghani (2019), who reported similar motivations in diverse global contexts. Innovation emerged as another prevalent theme. Teachers in all four countries regarded EFL teacherpreneurship as an opportunity to experiment with innovative teaching practices. This is consistent with Shalini et al. (2017) and Garomssa (2016), who argued that teacherpreneurs often drive innovation by offering new teaching methodologies. In Iran and Iraq, where traditional teaching methods dominate, teacherpreneurship serves as a means for teachers to modernize their approaches. In contrast, in Turkey and Dubai, where more contemporary methods are already employed, teacherpreneurship acts as a way for teachers to differentiate themselves and stay at the forefront of innovation. These findings resonate with Almalki and Durugbo (2023), who noted that teacherpreneurs are increasingly viewed as agents of change in education, particularly in regions with rapidly evolving educational needs. Professional improvement was another significant theme. Teachers in all four countries viewed teacherpreneurship as a vehicle for professional growth. This theme is particularly relevant in Iran and Iraq, where formal professional development opportunities may be more limited. In contrast, teachers in Dubai and Turkey have greater access to structured professional development programs but still value the autonomy and innovation offered by teacherpreneurship. Chilvers (2018) and Cochran-Smith et al. (2018) argue that teacherpreneurs facilitate continuous professional learning, allowing teachers to remain engaged and improve their skills in ways that traditional professional development cannot always provide. The theme of digital literacy also emerged prominently in this study. Teachers across all four countries recognized that engaging in teacherpreneurship necessitates a certain level of digital competency. This is consistent with Onuma (2016), who highlighted the critical role of digital literacy for teacherpreneurs. However, this theme was particularly emphasized by teachers in Iran and Iraq, where technological resources may be more limited. Bhat et al. (2024) also observed that teachers in low-resource environments often rely on teacherpreneurship to bridge the digital divide, highlighting its potential to increase teachers' technological proficiency. Furthermore, publishing academic outcomes was a central theme. Teachers in all four countries acknowledged the role of teacherpreneurship in disseminating academic research and sharing teaching materials. This is consistent with the findings of Naegels et al. (2018), who noted that teacherpreneurs often become content creators, contributing valuable insights and resources to the global education community. This is especially true in Dubai and Turkey, where a more established academic publishing culture exists. However, teacherpreneurs in Iran and Iraq are increasingly leveraging digital platforms to share their knowledge and contribute to academic discourse. Reducing burnout was a significant benefit of EFL teacherpreneurship, especially in Iran and Iraq, where educators often contend with difficult working conditions and high levels of stress. This observation aligns with the findings of Shelton and Archambault (2019), who argued that teacherpreneurship can help alleviate burnout by providing teachers with alternative roles and opportunities for professional fulfillment. Teachers in Dubai and Turkey, where working conditions are generally more favorable, also recognized the potential of teacherpreneurship to reduce stress and enhance work-life balance. While teacherpreneurship offers a range of benefits, several barriers (Digital Literacy, Time, and Financial Barriers) impede teachers from fully engaging in this entrepreneurial role. As highlighted in this study, the need for digital literacy emerged as one of the most significant disadvantages of teacherpreneurship across all four countries. Teachers with limited digital skills struggle to access and implement the necessary tools for entrepreneurial activities, particularly in regions like Iran and Iraq, where technology resources are scarce. Strategies to improve computer literacy are essential to addressing this issue. Providing targeted professional development workshops and incorporating digital literacy training into teacher education programs could help equip teachers with the skills needed to engage in teacherpreneurship. Digital tools like online teaching platforms, content creation software, and social media can significantly enhance teachers' ability to build entrepreneurial ventures. Regarding the perceptions of teacherpreneurs across age and experience levels, it is clear that older or more experienced teachers may be more resistant to the technological and innovative aspects of teacherpreneurship, while younger teachers may embrace these opportunities more readily (Isaee & Barjesteh, 2023). However, all teachers, regardless of age, have the potential to benefit from professional development and support systems that address their specific needs. For instance, younger teachers may benefit more from advanced digital skills training, whereas older teachers may appreciate mentorship or access to resources that allow them to gradually transition into entrepreneurial roles. Conclusion This study offers valuable insights into the potential and challenges of EFL teacherpreneurship in the Middle East, highlighting the varied perceptions of teachers in Iran, Iraq, Turkey, and Dubai. EFL teacherpreneurs view this role as enhancing professional growth, fostering innovation, and improving digital literacy. However, the study also underscores significant barriers, including financial constraints, limited technological resources, and the need for advanced digital literacy, particularly in resource-limited settings. To overcome these barriers, specific strategies should be implemented to improve computer literacy among teachers interested in teacherpreneurship. One approach could be to offer country-specific workshops or online courses that provide teachers with the digital skills needed to engage in entrepreneurial activities. Furthermore, promoting networking and collaboration among teachers from diverse age groups and experience levels can help bridge the gap in technological proficiency, as more experienced teachers can mentor younger ones, creating a supportive community for all. Finally, the availability of resources and support systems across various countries plays a critical role in assisting teachers to overcome the challenges associated with teacherpreneurship. Countries like Dubai and Turkey, which have better access to technological infrastructure, can offer more structured programs to support teacherpreneurs, while Iran and Iraq might benefit from international collaborations or online platforms that provide affordable access to digital tools and resources. These targeted support systems will ensure that all teachers, regardless of location or experience level, can harness the benefits of teacherpreneurship. However, this study is not without its limitations. First, the sample size was relatively small and focused on teachers from only four countries, which may not fully represent the diversity of experiences and challenges EFL teacherpreneurs face across the broader Middle Eastern region. A more extensive study, involving a larger number of countries or areas, could offer a more comprehensive understanding of teacherpreneurship. Second, the research primarily relied on qualitative data, which, while providing rich insights into teacher perceptions, may be limited in terms of generalizability. Future studies could employ a mixed-methods approach or larger-scale quantitative surveys to explore these themes further. Additionally, the research did not deeply examine the impact of teacherpreneurship on student outcomes, which could provide important information about the effectiveness of teacherpreneurship in enhancing teaching practices and learning experiences. In conclusion, while teacherpreneurship has the potential to transform EFL education in the Middle East, it requires tailored support systems to address the unique challenges faced by teachers in diverse contexts. This includes enhancing digital literacy, providing time-management strategies, and offering financial support or mentorship. These measures will allow teacherpreneurs to thrive and contribute meaningfully to the educational landscape. Declarations Conflicts of interest/competing interests Financial interests: The authors declare they have no financial interests. Non-financial interests: None. (The authors have no financial or proprietary interests in any material discussed in this article.) Funding The authors did not receive support from any organization for the submitted work. No funds, grants, or other support was received. Ethics Approval This study was conducted under the supervision of the Committee of Ethics at Ayatollah Amoli Branch of Islamic Azad University, where ethical considerations are central to this research. The research was conducted in strict accordance with ethical guidelines to ensure the well-being of the participants and the integrity of the study. The following ethical principles were adhered to throughout the research process: Informed Consent: Before participating in the study, all participants were given detailed information about the study’s purpose, procedures, and the potential risks and benefits of participation. Participants were informed that their involvement was voluntary and that they had the right to withdraw from the study at any time without any negative consequences. Only participants who provided written informed consent were included in the study. Confidentiality and Anonymity: To protect the privacy of the participants, all personal information, including names and other identifiable details, was kept confidential. The interviews were anonymized during transcription, with pseudonyms assigned to each participant to ensure their identities remained private. Additionally, the data were stored securely, with access limited to the researcher. Right to Withdraw: As part of the informed consent process, participants were made aware of their right to withdraw from the study at any time without penalty. This allowed participants to feel comfortable in sharing their experiences without the fear of being coerced or pressured to continue. Non-Harm: The study was designed to minimize any potential harm or discomfort to participants. The interview questions were framed in a manner that encouraged participants to share their experiences openly but did not require them to disclose sensitive personal information that could cause distress. Participants were also given the option to skip any questions they did not wish to answer. Ethical Review and Approval: Prior to commencing the study, ethical approval was obtained from the researcher’s institution, which reviewed the research design and ethical considerations. This ensured that the study complied with institutional and international ethical standards for conducting research involving human participants. Cultural Sensitivity: Given the study’s focus on participants from four different countries, cultural sensitivity was a key consideration. The researcher made efforts to ensure that the interview questions were respectful of cultural norms and that the language used during the interviews was appropriate for all participants, regardless of their cultural background. The researcher also took care to be mindful of any cultural differences that might influence the way participants responded to the interview questions. Through these ethical practices, the study ensured that the participants’ rights and well-being were safeguarded throughout the research process. The researcher remained committed to conducting the study with integrity, ensuring that the findings would contribute meaningfully to the field of EFL teacherpreneurship while maintaining the trust and respect of the participants. Consent In this study, we ensured that all human participants involved in interviews and data collection provided explicit, informed consent by ethical guidelines. Before participation, each individual was fully informed of the purpose of the research, the scope of data collection, and how their information would be utilized. Consent was obtained voluntarily, without any form of coercion, and participants had the opportunity to ask questions and withdraw from the study at any time. Documentary evidence of consent will be made available if requested, in compliance with the guidelines of the Human Arena journal. Data and/or Code availability The transcription of interviews is accessible through the email of the corresponding author ( [email protected] ). 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Bridging gaps: The impact of teacherpreneurship on professional development and student learning. Educational Review , 40 (4), 443–456. https://doi.org/10.1080/00131911.2018.1452896 Naegels, V., Mori, N., & D’Espallier, B. (2018). An institutional view on access to finance by Tanzanian women-owned enterprises. Venture Capital , 20 (2), 191–210. https://doi.org/10.1080/13691066.2017.1358927 Nian, T. Y., Bakar, R., & Islam, M. (2014). Students' perception on entrepreneurship education: The case of Universiti Malaysia Perlis. International Education Studies , 7 (10), 40–49. https://doi.org/10.5539/ies.v7n10p40 Ni'mah, F. U., Siswandari, M., & Indrawati, C. D. S. (2018). The effects of teacherpreneurship, multicultural personality. International Journal of Education and Social Science Research , 1 (5), 44–56. Ni'mah, N., Jannah, F., & Hidayati, R. (2018). Teacherpreneurship: A conceptual framework for teachers' entrepreneurial development in Indonesia. 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The 4th International Conference on Technology, Education and Sciences . Robert, A. (2015). Towards improving the strategies of effective teaching of entrepreneurship development education courses to office technology and management students of polytechnics in Delta State. Journal of Education and Practice , 6 (31), 102–107. Ruskovaara, E., & Pihkala, T. (2015). Entrepreneurship education in schools: Empirical evidence on the teacher's role. Journal of Educational Research , 108 , 236–249. https://doi.org/10.1080/00220671.2013.878301 Schoonmaker, A., Hao, Y., Bird, D. M., & Conant, G. C. (2020). A single, shared triploidy in three species of parasitic nematodes. G3 Genes Genomes Genetics , 10 (1), 225–233. https://doi.org/10.1534/g3.119.400650 Seechaliao, T. (2017). Instructional strategies to support creativity and innovation in education. Journal of Education and Learning , 6 (4), 201–208. https://doi.org/10.5539/jel.v6n4p201 Shalini, P., Dorothy, D., & Norlidah, A. (2017). Teachers' beliefs in problem-solving in rural Malaysian secondary schools. Malaysian Online Journal of Educational Technology , 5 (4), 45–57. Shalini, R., Kumar, V., & Sharma, P. (2017). Innovating teaching practices: Teacherpreneurs in the global educational landscape. Global Education Review , 4 (5), 102–111. https://doi.org/10.17763/ger.2017.03.05.131 Shelton, C. C., & Archambault, L. M. (2019). Who are online teacherpreneurs and what do they do? A survey of content creators on TeachersPayTeachers.com. Journal of Research on Technology in Education , 51 (4), 398–414. Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-5640572","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":393662107,"identity":"7b6a5f50-4e26-4acb-b652-d71aa2b8528d","order_by":0,"name":"Hamed Barjesteh","email":"","orcid":"","institution":"The Department of English Language and Literature, Ayatollah Amoli Branch, Islamic Azad University, Amol, Iran","correspondingAuthor":false,"prefix":"","firstName":"Hamed","middleName":"","lastName":"Barjesteh","suffix":""},{"id":393662108,"identity":"5cf03db6-7ed0-4d2f-93c7-a6a15ab43ee2","order_by":1,"name":"Neda Fatehi Rad","email":"","orcid":"","institution":"Department of English Language, Kerman Branch, Islamic Azad University, Kerman, Iran","correspondingAuthor":false,"prefix":"","firstName":"Neda","middleName":"Fatehi","lastName":"Rad","suffix":""},{"id":393662109,"identity":"ce94548a-9e25-4733-b584-8b350320e759","order_by":2,"name":"Hossein Isaee","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA5UlEQVRIiWNgGAWjYBACAxjJBmZUwESI13KGaC0wwNhGhBZz9vbHHz4U3GHg4z/88MHHeYflzdmbDzD8qNiGU4tlzxkzyRkGzxjYJNKMDWduO2y4s+dYAmPPmdu4HXYjh42Zx+AwUAuDmTTvtsOMG27kGDAztuHTkv748x+QFv7j33//nXPYnggtCQbSDCAtDDlmzIwNhxMJazkD9EsP2GE5xZI9x9KTN5w5lnAQr1+OA0Psx5/DDPL9xzd++FFjbbvhePPBBz8qcGuBgfoGCN0MJg8QVI8E6khRPApGwSgYBSMEAADDEVrrlwe8ewAAAABJRU5ErkJggg==","orcid":"","institution":"The Department of English Language and Literature, Ayatollah Amoli Branch, Islamic Azad University, Amol, Iran","correspondingAuthor":true,"prefix":"","firstName":"Hossein","middleName":"","lastName":"Isaee","suffix":""}],"badges":[],"createdAt":"2024-12-13 21:23:04","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-5640572/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-5640572/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":73367028,"identity":"81508e4f-7bcc-48c8-9905-c970a075c706","added_by":"auto","created_at":"2025-01-09 10:16:34","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1074405,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-5640572/v1/e9239363-e755-418c-a496-78922e479257.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Let’s Think Aloud on Teacherpreneurship: A Phenomenological Study through the Lens of EFL Teachers","fulltext":[{"header":"Introduction","content":"\u003cp\u003eTeacherpreneurs, a blend of teachers and entrepreneurs, are educators who \u0026quot;continue to teach while having the time, space, and incentives to incubate big pedagogical and policy ideas and execute them in the best interests of both their students and their teaching colleagues\u0026quot; (Berry, 2013a, p. 16). Research has also shown that teachers exhibiting high entrepreneurial behavior often prioritize their professional development, which in turn enhances their teaching effectiveness and innovation (e.g., Amorim Neto et al., 2017; Drucker, 2014; Keyhani \u0026amp; Kim, 2020). Teaching in a second language (L2) context, especially in regions like the Middle East, is an intricate career where millions of dollars and countless hours are invested globally. The rapid growth of higher education in the past decade has placed increasing demands on teachers to take on more diversified roles and responsibilities to meet the needs of various stakeholders, including administrators, peers, and students (Bennett \u0026amp; Carr\u0026eacute;, 1993).\u003c/p\u003e\n\u003cp\u003eEntrepreneurship in education, particularly teacherpreneurship, involves using innovations and technologies to enhance educational practices. EFL (English as a Foreign Language) teacherpreneurs are self-driven educators who move beyond traditional school environments, harnessing technology to gain autonomy and create educational platforms that benefit both students and their professional communities (Bahrami \u0026amp; Afzali, 2024). In the Middle East, countries like Dubai, Turkey, Iran, and Iraq are witnessing an increased emphasis on educational reform, yet teacherpreneurship remains underexplored. Despite the global significance of L2 teaching and the billions of dollars invested in it, many educational systems in the region still overlook the role of teacherpreneurship in fostering pedagogical innovation.\u003c/p\u003e\n\u003cp\u003eThe growing demand for professional development in the region, especially for EFL teachers, has highlighted the need for new approaches that go beyond traditional teaching roles. In many Middle Eastern countries, such as Iran and Iraq, and even in regions like Dubai, teacherpreneurship remains a novel concept. While the educational landscape in these countries is rapidly evolving, teacherpreneurship is seldom integrated into teacher training programs. For instance, reviewing syllabi of Master\u0026apos;s and Ph.D. programs in TEFL, TESOL, and applied linguistics, as well as in-service teacher professional development programs in various universities across the region, reveals that many teachers are unfamiliar with entrepreneurial concepts (Borasi \u0026amp; Finnigan, 2010; Mazandarani, 2022).\u003c/p\u003e\n\u003cp\u003eTeacherpreneurs excel in the classroom and contribute to education by embracing entrepreneurship. According to Berry (2013), a high-quality education system should integrate teacherpreneurship, where educators actively shape students\u0026rsquo; learning experiences, collaborate with colleagues and administrators, and contribute to policy-making. Teacherpreneurs bring innovation to the classroom through their creative pedagogical ideas, dedication to student success, and ability to manage multiple roles effectively (Ni\u0026apos;mah et al., 2018). They possess entrepreneurial traits such as competence, creativity, and the ability to package, deliver, and market educational products (Epler, 2019). EFL teachers, by adopting these entrepreneurial attitudes, not only demonstrate mastery of their subject matter but also inspire students through innovative approaches to teaching and learning (Oplatka, 2014).\u003c/p\u003e\n\u003cp\u003eIn the Middle East, the potential for EFL teacherpreneurship is particularly strong due to the increasing accessibility of Information and Communication Technology (ICT), which transcends geographical and political boundaries. As the digital world connects educators globally, teachers in Dubai, Turkey, Iran, and Iraq have new opportunities to engage with international communities and enhance their professional practices through cross-border collaboration. The need for a multicultural and global mindset is increasingly important as teachers must navigate diverse educational settings and collaborate with colleagues worldwide (Ni\u0026apos;mah et al., 2018).\u003c/p\u003e\n\u003cp\u003eWhile the concept of EFL teacherpreneurship is gaining traction globally, it is relatively new in many Middle Eastern countries. In Iran, for example, the research on EFL teacherpreneurship is limited, and many teachers and students are still unfamiliar with its benefits. This gap is also visible in Iraq, where EFL teacherpreneurs have not yet fully explored how to integrate entrepreneurial practices into their professional lives. Meanwhile, in more developed regions like Dubai and Turkey, there is a growing recognition of the importance of teacherpreneurship as a tool for educational reform and innovation. However, even in these contexts, there is still a lack of comprehensive research on how teacherpreneurs perceive and engage with entrepreneurial practices in the EFL field.\u003c/p\u003e\n\u003cp\u003eThis study explores EFL teacherpreneurship within the Middle Eastern context, particularly across four diverse countries: Turkey, Dubai, Iran, and Iraq. While the global significance of teacherpreneurship has been acknowledged, few studies have explored how teacherpreneurs in these regions perceive and engage with entrepreneurial practices. This research addresses this gap by providing a comparative analysis of the perceptions of ELT teachers in countries with varying levels of development in educational reforms. The innovation focuses on teachers\u0026apos; experiences in both developed and developing contexts in the Middle East, providing a deeper understanding of the challenges and opportunities of integrating teacherpreneurship into educational systems. This study seeks to fill a gap by exploring EFL teachers\u0026apos; perceptions of teacherpreneurship in Iran, Turkey, Dubai, and Iraq. Although research has shown that EFL teacherpreneurs positively influence student achievement and enhance educational quality (Kemdikbudristek, 2020), teachers\u0026apos; perceptions in these regions have not been adequately studied.\u0026nbsp;This study seeks to understand how EFL teachers in these countries perceive the advantages and challenges of teacherpreneurship, with the ultimate goal of providing insights that can influence the development of more innovative and entrepreneurial teacher education systems across the Middle East.\u003c/p\u003e\n\u003cp\u003eTherefore, the research questions for this study are:\u003c/p\u003e\n\u003cp\u003eRQ1: What are EFL teachers\u0026apos; perceptions of teacherpreneurship in the Middle East (e.g., Iran, Turkey, Dubai, and Iraq)?\u003c/p\u003e\n\u003cp\u003eRQ2: To what extent are EFL teachers in the Middle East aware of the advantages of EFL teacherpreneurship?\u003c/p\u003e\n\u003cp\u003eRQ3: To what extent are EFL teachers in the Middle East aware of the disadvantages of EFL teacherpreneurship?\u003c/p\u003e\n\u003ch2\u003e\u003cstrong\u003eLiterature Review\u003c/strong\u003e\u003c/h2\u003e\n\u003cp\u003eTeacherpreneurs are educators who combine their expertise in the classroom with entrepreneurial activities that enhance the educational landscape. \u0026ldquo;They are skilled practitioners who not only shape students\u0026apos; learning experiences but also contribute to the broader educational system through innovative initiatives, policy development, and professional collaboration\u0026rdquo; (Ni\u0026apos;mah et al., 2018, p. 12). As educators, teacherpreneurs exhibit qualities such as facilitation, motivation, and innovation, which enable them to create dynamic learning environments. \u0026ldquo;They bring subject matter expertise and creative pedagogical strategies that help students grasp content meaningfully and engage with the material on a deeper level\u0026rdquo; (Gupta \u0026amp; Muralidharan, 2020, p. 67). Teacherpreneurs inspire a sense of agency in students, fostering a proactive approach to learning and encouraging critical thinking. Beyond their classroom roles, \u0026ldquo;teacherpreneurs elevate their professionalism by actively engaging in local and international communities, sharing best practices, and building networks that aim to improve education on a wider scale\u0026rdquo; (Darling-Hammond, 2020, p. 102). This broad engagement allows them to bridge the gap between classroom practice and policy, shaping both educational outcomes and reforms\u003c/p\u003e\n\u003ch2\u003e\u003cstrong\u003eTheoretical Background of Teacherpreneurship\u003c/strong\u003e\u003c/h2\u003e\n\u003cp\u003eResearch on teacher entrepreneurship can be categorized into three primary stances. The first stance involves studies that focus on teachers who are active in the field of entrepreneurship themselves. These teacherpreneurs are often seen as individuals who design and cultivate entrepreneurial abilities in their students, preparing them for the business world (Feriady \u0026amp; Santoso, 2020; Peltonen, 2015). Scholars like Carpenter et al. (2016) and Shelton and Archambault (2019) have emphasized the importance of teachers adopting an entrepreneurial mindset to nurture entrepreneurial thinking in their students. However, the question remains: what specific abilities are imparted to students through teacherpreneurs? According to Keyhani \u0026amp; Kim (2020), the characteristics and actions of the teacher play a central role in shaping what students learn and how they perceive entrepreneurship.\u003c/p\u003e\n\u003cp\u003eThe second stance examines teacher entrepreneurship through the lens of business formation, particularly focusing on teachers who engage in entrepreneurial ventures outside the classroom. For instance, Wu (2018) studied rural Chinese teachers who started businesses, such as bed-and-breakfast establishments, as a means of increasing their income. Similarly, science teachers in Trinidad and Tobago were surveyed about their entrepreneurial endeavors, which included starting new businesses (Esnard, 2012; Lasekan et al., 2021).\u003c/p\u003e\n\u003cp\u003eThe third stance views teacher entrepreneurship as a set of competencies that teachers utilize in their classrooms or within the education system. Oplatka (2014) explored this division, which is further divided into two subcategories: one that views teacher entrepreneurship negatively (Groundwater-Smith \u0026amp; Sachs, 2002), and another that sees it as a creative and positive endeavor (Martin et al., 2018). This view highlights the competencies teacherpreneurs must possess, such as creativity, adaptability, and an ability to foster an entrepreneurial spirit in their students.\u003c/p\u003e\n\u003ch2\u003e\u003cstrong\u003eEmpirical Studies\u003c/strong\u003e\u003c/h2\u003e\n\u003cp\u003eNumerous empirical studies have examined the effects of entrepreneurship education and the role of teacherpreneurs in shaping students\u0026rsquo; entrepreneurial mindsets.\u003c/p\u003e\n\u003cp\u003eSchoonmaker et al. (2020) assessed how entrepreneurship education influences students\u0026apos; ability to recognize market opportunities, create business frameworks, and identify customer-centered traits. Kalas and Raisinghani (2019) found that confidence and self-efficacy were key motivational factors that encouraged students to embrace entrepreneurial practices, further enhancing their commitment to academic success and entrepreneurial behaviors.\u003c/p\u003e\n\u003cp\u003eChilvers (2018) examined how teachers\u0026apos; entrepreneurial practices influence students\u0026apos; job-seeking success and job satisfaction after graduation. The study revealed that students who had teachers with entrepreneurial experience were more successful in securing jobs and reported higher levels of job satisfaction. Similarly, Sugeng and Suryani (2018) investigated effective learning strategies for cultivating entrepreneurship among students, identifying structured, accountable presentation-based activities as particularly effective.\u003c/p\u003e\n\u003cp\u003eNaegels et al. (2018) examined\u0026nbsp;factors that inhibit entrepreneurship education. Their meta-analysis revealed that cultural norms, academic training, and societal changes often prevent effective entrepreneurship teaching, making it challenging for teacherpreneurs to enact entrepreneurial thinking. Shalini et al. (2017) further examined how teachers\u0026apos; entrepreneurial orientations enhanced students\u0026apos; problem-solving abilities, suggesting that teachers who adopt an entrepreneurial stance directly or indirectly contribute to the development of higher-order cognitive skills in their students.\u003c/p\u003e\n\u003cp\u003eSeechaliao (2017) identified the most common instructional strategies used by teacherpreneurs. These strategies included project-based learning, creative thinking, critical thinking, problem-solving, and research-oriented learning. Aladağ (2017) found a significant correlation between teachers\u0026apos; personal views on entrepreneurship and the strategies they employed to foster entrepreneurial competencies in their students.\u003c/p\u003e\n\u003ch2\u003e\u003cstrong\u003eTeacherpreneurship in the Middle East and Selected Countries\u003c/strong\u003e\u003c/h2\u003e\n\u003cp\u003eThe concept and influence of teacherpreneurship are particularly significant in the Middle East, where education systems are undergoing major transformations. In countries such as\u0026nbsp;Turkey, Dubai (UAE), Iran, and Iraq, there is increasing recognition of the need to foster entrepreneurial skills in students, with teacherpreneurs playing a crucial role in this shift.\u003c/p\u003e\n\u003cp\u003eTurkey has made significant strides in integrating entrepreneurship into the national curriculum in recent years.\u0026nbsp;With a growing youth population and high levels of unemployment, particularly among graduates, fostering an entrepreneurial mindset has become a key objective of educational policy. Recent studies (e.g., Kavas, 2023) emphasize the role of teacherpreneurs in promoting innovative teaching practices. Teachers in Turkey are increasingly seen as facilitators who inspire students to think critically and take risks in their educational journeys, thus contributing to the broader national goal of economic diversification. Yılmaz \u0026amp; Kılı\u0026ccedil; (2023) found that teachers with entrepreneurial skills are more likely to implement project-based learning strategies, encouraging students to develop practical business skills.\u003c/p\u003e\n\u003cp\u003eDubai (UAE) as part of the UAE\u0026apos;s push to become a global hub for innovation and entrepreneurship, has implemented several initiatives to encourage entrepreneurial thinking in education. The UAE government\u0026rsquo;s National Strategy for Innovation (2015) emphasizes the importance of entrepreneurship education, and teachers are being increasingly trained to adopt innovative teaching strategies. Recent research by Al-Hosani and Al-Fahim (2023) emphasizes the increasing importance of teacherpreneurs in developing students\u0026apos; entrepreneurial mindsets, especially through technology and integrating real-world business case studies into the curriculum. In Dubai, teacherpreneurs are crucial to the country\u0026apos;s larger economic diversification objectives and promoting a knowledge-based economy.\u003c/p\u003e\n\u003cp\u003eIn Iran, the entrepreneurial education landscape is evolving as part of efforts to combat high youth unemployment and foster innovation. Teacherpreneurs in Iran face challenges such as a rigid education system and political constraints, but they play a key role in helping students navigate these obstacles. Mirzaei and Sadeghi (2023) found that Iranian teacherpreneurs, particularly in major cities like Tehran, increasingly adopt creative teaching methods and focus on experiential learning. Despite the country\u0026apos;s economic challenges, efforts are being made to equip students with entrepreneurial skills for the workforce. The study indicates that teacherpreneurs in Iran play a crucial role in transforming the educational system by integrating entrepreneurship as a core component of the curriculum.\u003c/p\u003e\n\u003cp\u003eIraq\u0026apos;s education system has been significantly impacted by years of conflict, but there are ongoing efforts to integrate entrepreneurship education into schools and universities. Teacherpreneurs in Iraq face numerous challenges, including limited resources and infrastructural issues. However, recent studies indicate that teachers who embrace entrepreneurial practices are making a difference in students\u0026apos; engagement and academic success. Al-Darraji (2023) found that teacherpreneurs in Iraq increasingly incorporate problem-solving, project-based learning, and innovation into their teaching strategies. These efforts are essential in preparing students to address Iraq\u0026rsquo;s post-conflict economic challenges by developing their businesses and contributing to the national economy.\u003c/p\u003e\n\u003cp\u003eThe integration of teacherpreneurship into the educational systems of Turkey, Dubai (UAE), Iran, and Iraq represents a significant trend aimed at equipping students with the entrepreneurial skills necessary for success in an increasingly competitive global economy. Teacherpreneurs in these countries play a vital role in transforming the classroom environment and contributing to broader national goals such as economic diversification, innovation, and job creation. Recent empirical studies (e.g., Kavas, 2023; Al-Hosani \u0026amp; Al-Fahim, 2023; Mirzaei \u0026amp; Sadeghi, 2023; Al-Darraji, 2023) show that teacherpreneurs in these regions are adopting innovative teaching practices that foster entrepreneurship, despite the challenges posed by socio-political and economic factors.\u003c/p\u003e"},{"header":"Method","content":"\u003ch2\u003e\u003cstrong\u003eParticipants\u003c/strong\u003e\u003c/h2\u003e\n\u003cp\u003eThe participants in this study were 40 EFL teacherpreneurs (20 males and 20 females) from Turkey, Dubai (UAE), Iran, and Iraq. The participants were selected through purposive sampling, ensuring they had experience in EFL teacherpreneurship. EFL teacherpreneurship in this study refers to the involvement of teachers in innovative activities such as creating instructional videos, designing new English courses, developing e-books, utilizing game-based learning strategies, and creating specialized methods for teaching English to diverse learner groups, including those with learning difficulties. The participants held B.A., M.A., or Ph.D. degrees in various branches of English language and literature and had teaching experience ranging from 5 to 25 years in different educational settings, including schools, institutes, and universities. The teachers were aged between 30 and 60 years with an age average of 41. Given the diversity of the sample, 40 participants were considered sufficient to reach data saturation, a point where no new information emerged. All participants were fully informed about the study\u0026rsquo;s objectives, and their participation was voluntary. Confidentiality and anonymity were assured throughout the research process.\u003c/p\u003e\n\u003ch2\u003e\u003cstrong\u003eInstruments\u003c/strong\u003e\u003c/h2\u003e\n\u003cp\u003eThe data collection instrument for this study was a semi-structured interview, conducted in English, which consisted of four open-ended questions. These questions were developed to explore the participants\u0026apos; perceptions of teacherpreneurship, their experiences with EFL teacherpreneurship, and the advantages and challenges they encountered in implementing innovative practices. The questions were informed by a review of the existing literature on teacherpreneurship (e.g., Onuma, 2016) to ensure that they addressed the research objectives comprehensively. The semi-structured nature of the interview allowed flexibility, enabling participants to elaborate on their experiences while still addressing the core topics of interest. The interviews were conducted individually via Duo or WhatsApp to accommodate participants from different countries. The interviews were audio-recorded with the participant\u0026apos;s consent and later transcribed verbatim for analysis.\u003c/p\u003e\n\u003cp\u003eInter-coder reliability was assessed to ensure the validity and reliability of the interview instrument. Three experts in\u0026nbsp;thematic analysis independently analyzed a sample of the interview data to check for consistency with the researcher\u0026rsquo;s findings. The consistency between the researcher\u0026rsquo;s analysis and the expert\u0026rsquo;s interpretation confirmed the reliability of the coding process. Validity was further ensured by presenting direct quotations from participants alongside the identified themes, providing transparency and grounding the findings in the participants\u0026apos; actual responses.\u003c/p\u003e\n\u003ch2\u003e\u003cstrong\u003eProcedure\u003c/strong\u003e\u003c/h2\u003e\n\u003cp\u003eThe data collection process in this study followed a systematic and ethically sound procedure, ensuring that all participants were treated with respect and their rights were upheld throughout the research. The researcher began by obtaining \u003cstrong\u003einformed consent\u003c/strong\u003e from all participants. This consent was obtained after providing the participants with comprehensive information about the study\u0026rsquo;s purpose, objectives, and the potential risks and benefits of participating. The participants were informed that their participation was voluntary and that they could withdraw at any point during the study without any negative consequences. Furthermore, the researcher emphasized that the participants\u0026apos; identities would remain confidential, and their responses would only be used for research purposes.\u003c/p\u003e\n\u003cp\u003eAfter obtaining informed consent, the interviews were scheduled at times that were convenient for the participants, ensuring that they had adequate time to prepare and engage in the interview process without feeling rushed or pressured. Given the international nature of the study, the interviews were conducted \u003cstrong\u003eremotely\u003c/strong\u003e using communication platforms such as \u003cstrong\u003eDuo\u003c/strong\u003e or \u003cstrong\u003eWhatsApp\u003c/strong\u003e, allowing the researcher to connect with participants from four countries: \u003cstrong\u003eTurkey\u003c/strong\u003e, \u003cstrong\u003eDubai (UAE)\u003c/strong\u003e, \u003cstrong\u003eIran\u003c/strong\u003e, and \u003cstrong\u003eIraq\u003c/strong\u003e. The online format was chosen to accommodate logistical challenges, including time zone differences and geographic constraints.\u003c/p\u003e\n\u003cp\u003eThe interviews were conducted in a \u003cstrong\u003esemi-structured\u003c/strong\u003e format, which provided flexibility while ensuring that all key topics were covered. The researcher asked open-ended questions related to \u003cstrong\u003eEFL teacherpreneurship\u003c/strong\u003e, including its advantages, challenges, and how it has impacted the participants\u0026apos; teaching practices. These questions encouraged participants to reflect on their experiences and provide rich, detailed accounts of their teaching methods, innovations, and the ways in which they integrated entrepreneurial practices into their classrooms. Each interview was \u003cstrong\u003eaudio-recorded\u003c/strong\u003e with the consent of the participants. The audio recordings were transcribed verbatim by the researcher to ensure accuracy and maintain the integrity of the data. To ensure privacy, the recordings were securely stored, and only the researcher had access to the original audio files. The transcriptions were then stored separately from the participant\u0026apos;s personal information, which was also anonymized to protect their identities. Once the interviews were completed and transcribed, the researcher began the process of \u003cstrong\u003edata analysis\u003c/strong\u003e. The transcribed data were subjected to \u003cstrong\u003ethematic analysis\u003c/strong\u003e to identify recurring themes and patterns. This process helped the researcher gain deeper insights into the experiences and perceptions of the participants regarding EFL teacherpreneurship.\u003c/p\u003e\n\u003ch2\u003e\u003cstrong\u003eDesign\u003c/strong\u003e\u003c/h2\u003e\n\u003cp\u003eThis research utilized a qualitative approach and employed a phenomenological design. This design is especially suitable for exploring individuals\u0026apos; lived experiences and the meanings they assign to a specific phenomenon. In this case, the phenomenon of interest was EFL teacherpreneurship, with a focus on how teachers innovate in their practices and the impact these innovations have on students. Phenomenology allows for a rich exploration of the subjective experiences of participants, capturing the depth of their perceptions. In line with this design, the study used semi-structured interviews as the primary method for data collection, which allowed participants to share their insights in a flexible yet focused manner. Thematic analysis was then employed to identify patterns and themes across the interview data, providing a nuanced understanding of the phenomenon under investigation.\u003c/p\u003e\n\u003ch2\u003e\u003cstrong\u003eData Analysis\u003c/strong\u003e\u003c/h2\u003e\n\u003cp\u003eThe data collected from the interviews were analyzed using thematic analysis, a widely used method for analyzing qualitative data. The process happened through 5 stages familiarization, coding, generating themes, reviewing themes, naming, and defining themes. The process began with familiarization, where the researcher read and re-read the interview transcriptions to become thoroughly acquainted with the data. Next, the researcher identified initial codes by extracting relevant words, phrases, and ideas from the transcriptions, which reflected key aspects of the participants\u0026apos; experiences and perceptions of EFL teacherpreneurship. These codes were then grouped into broader themes that represented common patterns across the data, capturing the main ideas and experiences shared by the participants. The themes were reviewed and refined to ensure they accurately reflected the data, with checks against the raw data for consistency and validity. Lastly, each theme was defined and named, with clear explanations provided for what each theme represented. These themes were then used to address the research questions and draw conclusions about the nature of EFL teacherpreneurship. Through this process, the researcher was able to identify the central experiences, practices, and perceptions related to EFL teacherpreneurship across the four countries involved in the study.\u003c/p\u003e\n\u003ch2\u003e\u003cstrong\u003eEthical Issues\u003c/strong\u003e\u003c/h2\u003e\n\u003cp\u003eEthical considerations were central to this study, and the research was conducted in strict accordance with ethical guidelines to ensure the well-being of the participants and the integrity of the study. The following ethical principles were adhered to throughout the research process:\u003c/p\u003e\n\u003col\u003e\n \u003cli\u003eInformed Consent: Before participating in the study, all participants were given detailed information about the study\u0026rsquo;s purpose, procedures, and the potential risks and benefits of participation. Participants were informed that their involvement was voluntary and that they had the right to withdraw from the study at any time without any negative consequences. Only participants who provided written informed consent were included in the study.\u003c/li\u003e\n \u003cli\u003eConfidentiality and Anonymity: To protect the privacy of the participants, all personal information, including names and other identifiable details, was kept confidential. The interviews were anonymized during transcription, with pseudonyms assigned to each participant to ensure their identities remained private. Additionally, the data were stored securely, with access limited to the researcher.\u003c/li\u003e\n \u003cli\u003eRight to Withdraw: As part of the informed consent process, participants were made aware of their right to withdraw from the study at any time without penalty. This allowed participants to feel comfortable in sharing their experiences without the fear of being coerced or pressured to continue.\u003c/li\u003e\n \u003cli\u003eNon-Harm: The study was designed to minimize any potential harm or discomfort to participants. The interview questions were framed in a manner that encouraged participants to share their experiences openly but did not require them to disclose sensitive personal information that could cause distress. Participants were also given the option to skip any questions they did not wish to answer.\u003c/li\u003e\n \u003cli\u003eEthical Review and Approval: Prior to commencing the study, ethical approval was obtained from the researcher\u0026rsquo;s institution, which reviewed the research design and ethical considerations. This ensured that the study complied with institutional and international ethical standards for conducting research involving human participants.\u003c/li\u003e\n\u003c/ol\u003e\n\u003col start=\"6\"\u003e\n \u003cli\u003eCultural Sensitivity: Given the study\u0026rsquo;s focus on participants from four different countries, cultural sensitivity was a key consideration. The researcher made efforts to ensure that the interview questions were respectful of cultural norms and that the language used during the interviews was appropriate for all participants, regardless of their cultural background. The researcher also took care to be mindful of any cultural differences that might influence the way participants responded to the interview questions.\u003c/li\u003e\n\u003c/ol\u003e\n\u003cp\u003eThrough these ethical practices, the study ensured that the participants\u0026rsquo; rights and well-being were safeguarded throughout the research process. The researcher remained committed to conducting the study with integrity, ensuring that the findings would contribute meaningfully to the field of EFL teacherpreneurship while maintaining the trust and respect of the participants.\u003c/p\u003e"},{"header":"Results","content":"\u003ch2\u003e\u003cstrong\u003eResults of the First Research Question\u003c/strong\u003e\u003c/h2\u003e\n\u003cp\u003eThe first research question sought to explore EFL teachers\u0026apos; perceptions of teacherpreneurship in Iran, Turkey, Dubai, and Iraq. Based on the interview data, six main themes emerged. These themes were drawn from the participant\u0026rsquo;s responses and provided a comprehensive understanding of their views on teacherpreneurship. Below is an expanded explanation of each theme:\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e1. A Tool for Income\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eMany participants saw teacherpreneurship as a practical and essential tool to supplement their incomes. Teaching, especially in certain regions, is often not financially rewarding, and teachers face challenges in meeting their financial needs solely through their teaching salaries. This is particularly true in countries where the education system is underfunded, or teaching wages are relatively low compared to the cost of living.\u003c/p\u003e\n\u003cul type=\"disc\"\u003e\n \u003cli\u003eParticipant 5 remarked, \u003cem\u003e\u0026ldquo;Teacherpreneurship is an opportunity to reach higher income. Teaching wages are insufficient for living. Teacherpreneurship is a way to obtain more money.\u0026rdquo;\u003c/em\u003e This statement highlights the importance of entrepreneurial initiatives for teachers to bridge the gap between their professional earnings and personal financial requirements.\u003c/li\u003e\n \u003cli\u003eParticipant 12 reinforced this perspective by saying, \u003cem\u003e\u0026ldquo;To me, there exist different strategies to gain money besides teaching. One strategy to do this is teacherpreneurship. I consider teacherpreneurship equivalent to money making.\u0026rdquo;\u003c/em\u003e This underscores how teacherpreneurs often view entrepreneurial ventures as an essential means to increase their financial well-being and achieve financial independence.\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eIn this context, teacherpreneurship enables teachers to generate additional income by leveraging their skills, knowledge, and experience outside traditional teaching settings, such as through online tutoring, creating educational materials, or offering specialized workshops.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2. An Opportunity for Innovation\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eTeacherpreneurship was consistently perceived as a powerful avenue for innovation. Participants emphasized how entrepreneurial endeavors provided an opportunity to develop and apply new, creative ideas to teaching and education. Teachers saw these activities as a way to showcase their innovative potential and explore novel ways of engaging students and improving learning outcomes.\u003c/p\u003e\n\u003cul type=\"disc\"\u003e\n \u003cli\u003eParticipant 10 highlighted, \u003cem\u003e\u0026ldquo;Teacherpreneurship is an innovative act. Through teacherpreneurship, teachers can make innovations that are mostly creative.\u0026rdquo;\u003c/em\u003e This suggests that teachers do not see entrepreneurship merely as a financial pursuit, but as a creative outlet where they can experiment with new pedagogical strategies and technologies.\u003c/li\u003e\n \u003cli\u003eParticipant 32 supported this view by stating, \u003cem\u003e\u0026ldquo;Teacherpreneurship generates innovation. Teachers can show their innovative talent through teacherpreneurship. It is a channel for creation and innovation.\u0026rdquo;\u003c/em\u003e This reflects the belief that teacherpreneurs can drive educational change by introducing fresh approaches and technologies into their teaching practices.\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eInnovation is seen as not only a personal achievement but also as a way to inspire students and colleagues. By creating new teaching methods, tools, or content, teacherpreneurs play an important role in transforming traditional educational practices and making learning more dynamic and engaging.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e3. A Ladder for Professional Improvement\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eFor many of the participants, teacherpreneurship was viewed as a stepping stone for professional growth and improvement. Teachers often seek ways to enhance their teaching effectiveness, broaden their skill set, and advance their careers. Engaging in entrepreneurial activities was seen as a way to meet these professional goals.\u003c/p\u003e\n\u003cul type=\"disc\"\u003e\n \u003cli\u003eParticipant 14 explained, \u003cem\u003e\u0026ldquo;In order to improve in teaching, some teachers try teacherpreneurship as a ladder. Improvement is a necessity in all jobs including teaching. Teacherpreneurship helps teachers improve in their work.\u0026rdquo;\u003c/em\u003e This suggests that teacherpreneurship is viewed not only as a means to earn extra income but also as a career development tool. By exploring entrepreneurial ventures, teachers can acquire new skills, refine their existing abilities, and stay relevant in the rapidly changing field of education.\u003c/li\u003e\n \u003cli\u003eParticipant 39 echoed this by saying, \u003cem\u003e\u0026ldquo;Any teacher wishes to improve in her/his job. Being improved is a satisfactory state for any teacher. I think teacherpreneurship is a very helpful key for this goal.\u0026rdquo;\u003c/em\u003e This response illustrates that professional improvement is a key motivating factor for teachers considering teacherpreneurship. It enables them to continuously evolve, adopt innovative practices, and stay motivated in their careers.\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eTeacherpreneurship, in this sense, can be seen as an important aspect of lifelong professional development. It offers teachers the chance to step out of their comfort zones, engage with new challenges, and grow in ways that enhance their effectiveness in the classroom.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e4. A Tool for Digital Literacy\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eWith the rapid advancement of technology in education, digital literacy has become an essential skill for educators. Many participants in the study identified teacherpreneurship as an important tool for enhancing digital competence, which is crucial for effective teaching in the 21st century. In today\u0026rsquo;s education landscape, the ability to use digital tools, platforms, and resources is paramount, and teacherpreneurs are seen as key figures in the adoption of these technologies.\u003c/p\u003e\n\u003cul type=\"disc\"\u003e\n \u003cli\u003eParticipant 25 noted, \u003cem\u003e\u0026ldquo;Recently, technological developments have penetrated education. To benefit from these technologies, teachers need digital literacy. Teacherpreneurship is a tool for digital literacy.\u0026rdquo;\u003c/em\u003e This statement highlights the role of teacherpreneurship in providing teachers with the opportunity to enhance their technological skills and adapt to the growing demand for digital tools in the classroom.\u003c/li\u003e\n \u003cli\u003eParticipant 17 further emphasized, \u003cem\u003e\u0026ldquo;Using educational technologies requires teachers to be digitally literate. This can be achieved through teacherpreneurship. To be digitally competent, teachers can resort to teacherpreneurship.\u0026rdquo;\u003c/em\u003e This view aligns with the notion that teacherpreneurship is not only about creating content or generating income but also about keeping up with the evolving technological demands of the educational sector.\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eFor teachers in regions like Iran, Turkey, Dubai, and Iraq, digital literacy is seen as vital for connecting with students, accessing educational resources, and participating in global educational communities. Teacherpreneurship provides a means for teachers to improve their technological capabilities, enabling them to better serve their students.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e5. A Means for Publishing Academic Outcomes\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eTeacherpreneurs also recognized the potential for using entrepreneurship as a platform to share academic research, educational insights, and scholarly work. In countries like Iran, Iraq, Turkey, and Dubai, where academic resources and networks may be limited, teacherpreneurship offers teachers a way to disseminate their research and ideas more effectively, both locally and globally.\u003c/p\u003e\n\u003cul type=\"disc\"\u003e\n \u003cli\u003eParticipant 5 shared, \u003cem\u003e\u0026ldquo;Knowledge publishing is the first step in its development. Via teacherpreneurship, teachers can publish the outcomes of their academic works.\u0026rdquo;\u003c/em\u003e This highlights the idea that teacherpreneurship is a means of transforming research into publicly accessible content, thereby advancing teachers\u0026apos; academic careers and contributing to the broader field of education.\u003c/li\u003e\n \u003cli\u003eParticipant 2 also commented, \u003cem\u003e\u0026ldquo;Research and academic works should be shared with others to be fruitful. If teacherpreneurship is implemented appropriately, this knowledge-sharing can be more effectively conducted.\u0026rdquo;\u003c/em\u003e This view reflects the belief that teacherpreneurs, through their entrepreneurial activities, can create platforms or avenues to disseminate their work, whether through blogs, online courses, e-books, or other digital mediums.\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003ePublishing academic outcomes through entrepreneurial ventures not only helps teachers enhance their professional profiles but also contributes to the development of the academic community, particularly in regions where academic collaboration and networking may be less accessible.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e6. A Tool for Reducing Burnout\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eTeacher burnout is a significant issue for educators worldwide, and participants expressed how teacherpreneurship might serve as a remedy to alleviate the stress and exhaustion that often accompany the teaching profession. Many teachers, particularly in high-pressure environments, struggle with burnout due to heavy workloads, student demands, and a lack of support. Engaging in entrepreneurial ventures was viewed by some as a way to reignite their passion for teaching and combat feelings of burnout.\u003c/p\u003e\n\u003cul type=\"disc\"\u003e\n \u003cli\u003eParticipant 20 noted, \u003cem\u003e\u0026ldquo;Teachers are constantly exposed to burnout feeling. They feel exhausted. It is possible that teacherpreneurship can serve as a tool to reduce this bad feeling.\u0026rdquo;\u003c/em\u003e This response reflects the notion that entrepreneurial activities, by offering teachers a change of pace and an opportunity to pursue personal projects, can help reduce stress and create a sense of fulfillment beyond the traditional classroom setting.\u003c/li\u003e\n \u003cli\u003eParticipant 1 further explained, \u003cem\u003e\u0026ldquo;Teaching becomes sometimes challenging with a sense of burnout. Teacherpreneurship can help teachers cope with burnout.\u0026rdquo;\u003c/em\u003e This reinforces the idea that teacherpreneurship can offer a sense of renewal and satisfaction, allowing teachers to reconnect with their passion for education in new and meaningful ways.\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eBy engaging in teacherpreneurship, teachers are able to diversify their professional roles and take on new, stimulating challenges that help break the monotony of traditional classroom teaching. This diversification can significantly reduce the risk of burnout and improve overall job satisfaction. The frequency and percentage of extracted themes as EFL teachers\u0026rsquo; perceptions of EFL teacherpreneurship have been presented in Table 1.\u003c/p\u003e\n\u003cp\u003eTable 1. \u003cem\u003eFrequency and Percentage of Extracted Themes\u003c/em\u003e\u003cem\u003e\u0026nbsp;as EFL Teachers\u0026rsquo; Perceptions of EFL Teacherpreneurship\u003c/em\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 39.4231%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eThemes\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 27.2436%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eFrequency\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 33.3333%;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePercentage (%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 39.4231%;\"\u003e\n \u003cp\u003eA tool for income\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 27.2436%;\"\u003e\n \u003cp\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 33.3333%;\"\u003e\n \u003cp\u003e80\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 39.4231%;\"\u003e\n \u003cp\u003eAn opportunity for innovation\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 27.2436%;\"\u003e\n \u003cp\u003e17\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 33.3333%;\"\u003e\n \u003cp\u003e68\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 39.4231%;\"\u003e\n \u003cp\u003eA ladder for professional improvement\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 27.2436%;\"\u003e\n \u003cp\u003e19\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 33.3333%;\"\u003e\n \u003cp\u003e76\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 39.4231%;\"\u003e\n \u003cp\u003eA tool for digital literacy\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 27.2436%;\"\u003e\n \u003cp\u003e18\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 33.3333%;\"\u003e\n \u003cp\u003e72\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 39.4231%;\"\u003e\n \u003cp\u003eA means for publishing academic outcomes\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 27.2436%;\"\u003e\n \u003cp\u003e16\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 33.3333%;\"\u003e\n \u003cp\u003e64\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 39.4231%;\"\u003e\n \u003cp\u003eA tool for reducing burnout\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 27.2436%;\"\u003e\n \u003cp\u003e16\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 33.3333%;\"\u003e\n \u003cp\u003e64\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eAs demonstrated in Table .1, the themes were recurrent in the quotations of more than 16 EFL teachers (i.e., 64% of the sample).\u003c/p\u003e\n\u003ch2\u003e\u003cstrong\u003eResults of the Second Research Question\u003c/strong\u003e\u003c/h2\u003e\n\u003cp\u003eConcerning the second research question (i.e., What are Iranian EFL teachers\u0026rsquo; perceptions of the advantages of EFL teacherpreneurship?), the following themes emerged from the interviews:\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e1. Developing New Methods of EFL Teaching\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe participants emphasized a key benefit of teacherpreneurship: the creation and implementation of innovative teaching methods.\u0026nbsp;Many EFL teachers indicated that traditional, conventional methods no longer suffice in today\u0026rsquo;s rapidly evolving educational landscape, and teacherpreneurs play a key role in providing modern and effective alternatives.\u003c/p\u003e\n\u003cul type=\"disc\"\u003e\n \u003cli\u003eParticipant 40 expressed, \u003cem\u003e\u0026ldquo;I learn new EFL teaching methods from teacherpreneurs. Some methods they suggest are very effective, useful, and modern.\u0026rdquo;\u003c/em\u003e This highlights the perception that teacherpreneurs contribute fresh, contemporary approaches to teaching that can enhance the learning experience.\u003c/li\u003e\n\u003c/ul\u003e\n\u003cul\u003e\n \u003cli\u003eParticipant 16 noted, \u003cem\u003e\u0026ldquo;Teaching English is a field that should be updated with new methods. Following old methods does not work in our field. Teacherpreneurship can be informative in providing new teaching methods.\u0026rdquo;\u003c/em\u003e This statement underscores the importance of staying current with teaching trends, which teacherpreneurs facilitate by experimenting with and sharing innovative strategies.\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eTeacherpreneurs are seen as key figures who move away from outdated techniques and introduce methods that are adaptable to the needs of modern students and advancements in technology. For many teachers, adopting these new methods enhances their ability to connect with students and engage them effectively.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2. Generating New Relationships\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAnother key advantage of teacherpreneurship is its opportunity to generate new professional relationships. Teachers involved in teacherpreneurship often\u0026nbsp;find themselves part of broader networks, which can lead to new connections with peers, collaborators, and mentors from diverse backgrounds.\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003eParticipant 21 shared, \u003cem\u003e\u0026ldquo;Teacherpreneurship is a bed for generating new relations. The groups and channels wherein teacherpreneurship is done are good places for building new\u0026nbsp;relations and finding new friends.\u0026rdquo;\u003c/em\u003e This reflects the social aspect of teacherpreneurship, where teachers expand their professional circles and share experiences with like-minded individuals.\u003c/li\u003e\n\u003c/ul\u003e\n\u003cul type=\"disc\"\u003e\n \u003cli\u003eParticipant 2 also mentioned, \u003cem\u003e\u0026ldquo;I came across new partners in teacherpreneurship networks. It is an immune place for acquaintance with new persons. I found new relations in such groups.\u0026rdquo;\u003c/em\u003e For many teachers, teacherpreneurship networks provide a space for professional development and for forming meaningful relationships that could open doors to new opportunities and collaborations.\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eThrough these expanded networks, teachers might learn from others, gain new perspectives on educational challenges, and create partnerships that may lead to innovative projects, research, or teaching ventures.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e3. Familiarity with the Latest English Teaching Achievements\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe participants identified a major advantage of teacherpreneurship as exposure to the latest research, trends, and achievements in English language teaching (ELT). Teacherpreneurs often share cutting-edge materials and resources that might not always be available through traditional educational channels.\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003eParticipant 13 stated, \u003cem\u003e\u0026ldquo;EFL teacherpreneurs present, among other things, the last achievements of the teaching field. Textbooks are not very informative in this regard. I think that their materials are very informative.\u0026rdquo;\u003c/em\u003e This highlights a clear distinction between traditional teaching resources, like textbooks, and the dynamic, up-to-date content shared by teacherpreneurs.\u003c/li\u003e\n\u003c/ul\u003e\n\u003cul type=\"disc\"\u003e\n \u003cli\u003eParticipant 29 remarked, \u003cem\u003e\u0026ldquo;One thing I like about EFL teacherpreneurs is that they attach the most recent findings on English teaching. Many things can be learned from teacherpreneurs.\u0026rdquo;\u003c/em\u003e This statement reinforces the idea that teacherpreneurs are not only facilitators of teaching but also curators of the latest educational content, keeping teachers informed about developments in the field.\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eFor teachers in Iran, where access to international resources and the latest teaching innovations might be limited, teacherpreneurship offers an important avenue for staying current with global advancements in ELT.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e4. Learning Self-Directed English Teaching\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eTeacherpreneurship was also seen as an opportunity for EFL teachers to enhance their self-directed teaching skills. Many participants noted that teacherpreneurs empower teachers to be more autonomous in their teaching methods, creating an environment where learners can take charge of their education as well.\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003eParticipant 10 mentioned, \u003cem\u003e\u0026ldquo;EFL teacherpreneurs are experts at teaching autonomous English language learning. They have good hints in their hands which have been hidden from my eyes as a teacher. I learned how to teach my students in a way that my students learn with less dependence on textbooks.\u0026rdquo;\u003c/em\u003e This demonstrates how teacherpreneurs encourage self-directed learning, and empower teachers and students\u0026nbsp;to take ownership of their educational journeys.\u003c/li\u003e\n \u003cli\u003eParticipant 12 shared, \u003cem\u003e\u0026ldquo;A stimulus that served as an impetus for me to join EFL teacherpreneurs\u0026rsquo; networks was my friends\u0026rsquo; accounts of how they could learn to teach English independently after implementing their educational instructions.\u0026rdquo;\u003c/em\u003e This shows how teacherpreneurship networks teach self-directed strategies, inspiring teachers to adopt these methods and leading to more effective and sustainable teaching practices.\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eThrough teacherpreneurship, teachers can enhance their abilities to teach English more independently, fostering a classroom environment where students are empowered to learn without over-relying on textbooks or traditional materials.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e5. Reconstructing Identity\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eFor many teachers, embracing teacherpreneurship has transformed their professional identity. This theme reflects how exposure to new ideas and practices can reshape a teacher\u0026apos;s perception of their role in the classroom and in the broader educational community.\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003eParticipant 15 stated, \u003cem\u003e\u0026ldquo;When you learn something new, you feel your identity as\u0026nbsp;an English teacher is being re-constructed. You enjoy a sense of teacher identity reconstruction. This motivated me to remain a member of EFL teacherpreneurship groups.\u0026rdquo;\u003c/em\u003e This theme highlights the profound impact that teacherpreneurship can have on personal and professional growth as teachers reshape their identity to reflect their evolving practices and knowledge.\u003c/li\u003e\n \u003cli\u003eParticipant 8 explained, \u003cem\u003e\u0026ldquo;I learned to self-present myself due to my newly acquired English knowledge in new ways. Accordingly, my sense of being changed considerably. I experienced a personal transformation.\u0026rdquo;\u003c/em\u003e This statement suggests that teacherpreneurship affects teachers\u0026rsquo; professional identities and contributes to their personal growth, instilling confidence and a renewed sense of purpose.\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eFor many participants, teacherpreneurship provided a platform for personal and professional reinvention, allowing them to develop a deeper sense of their role and value as educators.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e6. Improving Teaching Quality\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe final advantage identified by the participants was the improvement in teaching quality. Teachers reported that engaging with teacherpreneurship practices helped refine their teaching\u0026nbsp;methods and increase their effectiveness in the classroom. Teacherpreneurship was seen as a means to achieve job satisfaction and greater professional success.\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003eParticipant 14 noted, \u003cem\u003e\u0026ldquo;English teaching is a job that needs constant success if a teacher wants to achieve job satisfaction. EFL teacherpreneurs provide a bed for reaching teaching success.\u0026rdquo;\u003c/em\u003e This indicates that teacherpreneurs are viewed as key contributors to enhancing teaching quality and, by extension, improving teachers\u0026rsquo; job satisfaction.\u003c/li\u003e\n \u003cli\u003eParticipant 27 added, \u003cem\u003e\u0026ldquo;I believe I teach English more effectively after familiarity with EFL teacherpreneurs. I am more successful in my job.\u0026rdquo;\u003c/em\u003e This theme illustrates that exposure to innovative practices and ongoing professional development through teacherpreneurship leads to improved classroom outcomes and more effective teaching.\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eFor teachers in Iran, where the education system may face challenges such as outdated resources or limited professional development opportunities, teacherpreneurship offers an important solution for improving the quality of education.\u003c/p\u003e\n\u003cp\u003eTable 2 shows the frequency and percentage of the extracted themes\u0026nbsp;as EFL teachers\u0026rsquo; perceptions of the advantages of EFL teacherpreneurship.\u003c/p\u003e\n\u003cp\u003eTable 2. \u003cem\u003eFrequency and Percentage of Extracted Themes as EFL Teachers\u0026rsquo; Perceptions of Advantages of EFL Teacherpreneurship\u003c/em\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 51.5249%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eThemes\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 21.1878%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eFrequency\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 27.2873%;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePercentage (%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 51.5249%;\"\u003e\n \u003cp\u003eDeveloping new methods of EFL teaching\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 21.1878%;\"\u003e\n \u003cp\u003e21\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 27.2873%;\"\u003e\n \u003cp\u003e84\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 51.5249%;\"\u003e\n \u003cp\u003eGenerating new relations\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 21.1878%;\"\u003e\n \u003cp\u003e18\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 27.2873%;\"\u003e\n \u003cp\u003e72\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 51.5249%;\"\u003e\n \u003cp\u003eFamiliarity with the last English teaching achievements\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 21.1878%;\"\u003e\n \u003cp\u003e16\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 27.2873%;\"\u003e\n \u003cp\u003e64\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 51.5249%;\"\u003e\n \u003cp\u003eLearning self-directed English teaching\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 21.1878%;\"\u003e\n \u003cp\u003e16\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 27.2873%;\"\u003e\n \u003cp\u003e64\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 51.5249%;\"\u003e\n \u003cp\u003eReconstructing identity\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 21.1878%;\"\u003e\n \u003cp\u003e18\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 27.2873%;\"\u003e\n \u003cp\u003e72\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 51.5249%;\"\u003e\n \u003cp\u003eImproving teaching quality\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 21.1878%;\"\u003e\n \u003cp\u003e22\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 27.2873%;\"\u003e\n \u003cp\u003e88\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eAs indicated in Table 2, the themes were prevalent in the quotations of more than 16 EFL teachers (i.e., 64% of the participants).\u003c/p\u003e\n\u003ch2\u003e\u003cstrong\u003eResults of the Third Research Question\u003c/strong\u003e\u003c/h2\u003e\n\u003cp\u003eConcerning the third research question, \u0026ldquo;What are EFL teachers\u0026rsquo; perceptions of the disadvantages of EFL teacherpreneurship?\u0026rdquo;, the following themes emerged from the interviews:\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e1. Need Too Much Time\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eA key disadvantage of teacherpreneurship, as perceived by the participants, is the significant amount of time it demands. Many teachers reported that, due to their busy schedules, they find it difficult to allocate the necessary time for engaging in teacherpreneurial activities, which may interfere with their regular teaching responsibilities.\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003eParticipant 14 explained, \u003cem\u003e\u0026ldquo;EFL teacherpreneurship needs much free time. I do not have the time to devote to EFL teacherpreneurship. This is a main disadvantage of EFL teacherpreneurship.\u0026rdquo;\u003c/em\u003e This reflects a common concern among teachers who feel that their teaching workload, administrative duties, and personal life already consume most of their time, leaving little room for additional teacherpreneurial ventures.\u003c/li\u003e\n \u003cli\u003eParticipant 20 also shared, \u003cem\u003e\u0026ldquo;Shortage of time is problematic in teacherpreneurship. A high amount of time should be put into teacherpreneurship. Finding such time is difficult.\u0026rdquo;\u003c/em\u003e This statement highlights the challenge of balancing the demands of teaching with the time required to develop and implement teacherpreneurial projects. Many teachers feel overwhelmed by their current commitments, making it difficult to engage in activities that require a substantial time investment.\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eFor many participants, time constraints represent a major obstacle to fully embracing teacherpreneurship, as they struggle to integrate these activities into their already packed schedules.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2. Need Too Much Money\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eIn addition to time constraints, financial limitations were also cited as a significant disadvantage of EFL teacherpreneurship. Several participants noted that engaging in teacherpreneurship often requires a considerable financial investment, which may not be feasible for teachers working in low-paid positions.\u003c/p\u003e\n\u003cul type=\"disc\"\u003e\n \u003cli\u003eParticipant 15 pointed out, \u003cem\u003e\u0026ldquo;Preparing the required tools and materials for teacherpreneurship needs a lot of money. Affording the money is not an easy task. You know teaching is a low-salary profession. No money remains for teacherpreneurship activities.\u0026rdquo;\u003c/em\u003e This reflects the financial strain that teachers face, particularly in countries where teaching salaries are not sufficient to cover personal expenses, let alone additional costs for teacherpreneurial initiatives.\u003c/li\u003e\n\u003c/ul\u003e\n\u003cul\u003e\n \u003cli\u003eParticipant 9 similarly mentioned, \u003cem\u003e\u0026ldquo;The money that should be spent on teacherpreneurship is a limitation. Teacherpreneurship cannot be fulfilled without money. I can say that lack of money demotivates teachers in teacherpreneurship.\u0026rdquo;\u003c/em\u003e This highlights the practical barrier that the need for financial resources presents. For many teachers, the costs associated with purchasing materials, tools, or accessing technology for teacherpreneurship projects make it difficult to sustain these activities, thus limiting their engagement in entrepreneurial ventures.\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eThe financial burden associated with teacherpreneurship is seen as a major deterrent for teachers already struggling with limited financial resources.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e3. Need Too Many Facilities\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAnother disadvantage highlighted by participants was the need for various physical resources and facilities to effectively carry out teacherpreneurial activities. These resources are often costly and not easily accessible, further complicating the implementation of teacherpreneurship projects.\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003eParticipant 28 noted, \u003cem\u003e\u0026ldquo;Teacherpreneurship needs facilities or physical resources. Teacherpreneurship needs many facilities, some of which are very expensive. This is a disadvantage of teacherpreneurship to me.\u0026rdquo;\u003c/em\u003e The need for specialized equipment or infrastructure is a significant hurdle for teachers, particularly those working in schools or educational environments with limited resources.\u003c/li\u003e\n \u003cli\u003eParticipant 31 added, \u003cem\u003e\u0026ldquo;A big disadvantage is the need for teacherpreneurship in diverse facilities. It cannot be done through simple procedures. Accordingly, it is too hard to try teacherpreneurship.\u0026rdquo;\u003c/em\u003e This indicates that teacherpreneurship is often seen as a resource-intensive endeavor, requiring financial investment and access to proper facilities, which may not always be available in all educational settings. Without these resources, teachers may feel discouraged from innovating through teacherpreneurship.\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eThe lack of adequate facilities and the financial constraints associated with securing them are perceived as significant barriers, especially for teachers in underfunded educational environments.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e4. Need Computer Literacy\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eA final challenge that emerged from the interviews was the need for computer literacy in order to successfully engage in teacherpreneurship. Since many teacherpreneurial activities involve digital tools, software, and online platforms, teachers without strong computer skills may find it difficult to participate fully in these initiatives.\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003eParticipant 18 explained, \u003cem\u003e\u0026ldquo;Teacherpreneurship requires you to be knowledgeable in computers. You should know about many applications. This is because many teachers have low computer literacy.\u0026rdquo;\u003c/em\u003e This suggests that for teachers who may not be technologically savvy, the barrier to computer literacy is a significant disadvantage. They may feel ill-equipped to engage in digital teacherpreneurship or face a steep learning curve when attempting to use unfamiliar tools.\u003c/li\u003e\n \u003cli\u003eParticipant 11 shared, \u003cem\u003e\u0026ldquo;To do EFL teacherpreneurship means to be literate in computer software and hardware. The need for computer skills is what makes teacherpreneurship a challenging matter.\u0026rdquo;\u003c/em\u003e The increasing reliance on technology in teacherpreneurship activities can be intimidating for teachers who do not possess strong digital skills. This technological gap can hinder their ability to develop online courses, create educational materials, or interact in digital teacherpreneurial communities.\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eFor many teachers, especially those with limited access to technology or insufficient training in computer skills, the digital demands of teacherpreneurship create a significant barrier to participation.\u003c/p\u003e\n\u003cp\u003eTable 3 shows the frequency and percentage of the extracted themes\u0026nbsp;as EFL teachers\u0026rsquo; perceptions of the disadvantages of EFL teacherpreneurship.\u003c/p\u003e\n\u003cp\u003eTable 3. \u003cem\u003eFrequency and Percentage of Extracted Themes as EFL Teachers\u0026rsquo; Perceptions of Disadvantages of EFL Teacherpreneurship\u003c/em\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 33.3333%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eThemes\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 33.3333%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eFrequency\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 33.3333%;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePercentage (%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 33.3333%;\"\u003e\n \u003cp\u003eNeed too much time\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 33.3333%;\"\u003e\n \u003cp\u003e24\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 33.3333%;\"\u003e\n \u003cp\u003e96\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 33.3333%;\"\u003e\n \u003cp\u003eNeed too much money\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 33.3333%;\"\u003e\n \u003cp\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 33.3333%;\"\u003e\n \u003cp\u003e80\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 33.3333%;\"\u003e\n \u003cp\u003eNeed too many facilities\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 33.3333%;\"\u003e\n \u003cp\u003e19\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 33.3333%;\"\u003e\n \u003cp\u003e76\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 33.3333%;\"\u003e\n \u003cp\u003eNeed computer literacy\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 33.3333%;\"\u003e\n \u003cp\u003e23\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 33.3333%;\"\u003e\n \u003cp\u003e92\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eAs seen in Table 3, the themes were repeated in the quotations of more than 19 EFL teachers (i.e., 76% of the participants).\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eThis study explored EFL teachers\u0026rsquo; perceptions of EFL teacherpreneurship across four Middle Eastern countries\u0026mdash;Iran, Dubai, Turkey, and Iraq. Although teacherpreneurship has been extensively discussed in the literature, there is a lack of comparative research on how teachers perceive and engage with this concept in diverse contexts. This study addresses this gap by identifying key perceptions of EFL teacherpreneurs and comparing the advantages and disadvantages across these countries. The findings highlight both shared and unique perspectives, offering valuable insights into the role of teacherpreneurship in the Middle Eastern EFL context.\u003c/p\u003e\n\u003cp\u003eIn response to the first research question, the findings revealed several key themes regarding the perceptions of EFL teachers about teacherpreneurship: 1) a tool for income, 2) an opportunity for innovation, 3) a ladder for professional improvement, 4) a tool for digital literacy, 5) a means for publishing academic outcomes, and 6) a tool for reducing burnout. These themes, identified through qualitative data analysis, reflect the multifaceted nature of EFL teacherpreneurship and indicate its relevance in the educational contexts of all four countries.\u003c/p\u003e\n\u003cp\u003eIncome generation emerged as a key theme in all four countries: Iran, Dubai, Turkey, and Iraq. Teachers in these regions recognized EFL teacherpreneurship as essential for supplementing their incomes. This is especially relevant in Iran and Iraq, where EFL teachers often face financial challenges due to low salaries. While teacher salaries tend to be higher in Dubai and Turkey, many teacherpreneurs still pursue entrepreneurial ventures to boost their earnings. Recent studies by Khan et al. (2023) indicate that teacherpreneurs in the Middle East view additional income as a significant incentive for participating in entrepreneurial activities. This finding corroborates the work of Kalas and Raisinghani (2019), who reported similar motivations in diverse global contexts.\u003c/p\u003e\n\u003cp\u003eInnovation emerged as another prevalent theme. Teachers in all four countries regarded EFL teacherpreneurship as an opportunity to experiment with innovative teaching practices. This is consistent with Shalini et al. (2017) and Garomssa (2016), who argued that teacherpreneurs often drive innovation by offering new teaching methodologies. In Iran and Iraq, where traditional teaching methods dominate, teacherpreneurship serves as a means for teachers to modernize their approaches. In contrast, in Turkey and Dubai, where more contemporary methods are already employed, teacherpreneurship acts as a way for teachers to differentiate themselves and stay at the forefront of innovation. These findings resonate with Almalki and\u0026nbsp;Durugbo\u0026nbsp;(2023), who noted that teacherpreneurs are increasingly viewed as agents of change in education, particularly in regions with rapidly evolving educational needs.\u003c/p\u003e\n\u003cp\u003eProfessional improvement was another significant theme. Teachers in all four countries viewed teacherpreneurship as a vehicle for professional growth. This theme is particularly relevant in Iran and Iraq, where formal professional development opportunities may be more limited. In contrast, teachers in Dubai and Turkey have greater access to structured professional development programs but still value the autonomy and innovation offered by teacherpreneurship. Chilvers (2018) and Cochran-Smith et al. (2018) argue that teacherpreneurs facilitate continuous professional learning, allowing teachers to remain engaged and improve their skills in ways that traditional professional development cannot always provide.\u003c/p\u003e\n\u003cp\u003eThe theme of digital literacy also emerged prominently in this study. Teachers across all four countries recognized that engaging in teacherpreneurship necessitates a certain level of digital competency. This is consistent with Onuma (2016), who highlighted the critical role of digital literacy for teacherpreneurs. However, this theme was particularly emphasized by teachers in Iran and Iraq, where technological resources may be more limited. Bhat et al. (2024) also observed that teachers in low-resource environments often rely on teacherpreneurship to bridge the digital divide, highlighting its potential to increase teachers\u0026apos; technological proficiency.\u003c/p\u003e\n\u003cp\u003eFurthermore, publishing academic outcomes was a central theme. Teachers in all four countries acknowledged the role of teacherpreneurship in disseminating academic research and sharing teaching materials. This is consistent with the findings of Naegels et al. (2018), who noted that teacherpreneurs often become content creators, contributing valuable insights and resources to the global education community. This is especially true in Dubai and Turkey, where a more established academic publishing culture exists. However, teacherpreneurs in Iran and Iraq are increasingly leveraging digital platforms to share their knowledge and contribute to academic discourse.\u003c/p\u003e\n\u003cp\u003eReducing burnout was a significant benefit of EFL teacherpreneurship, especially in Iran and Iraq, where educators often contend with difficult working conditions and high levels of stress. This observation aligns with the findings of Shelton and Archambault (2019), who argued that teacherpreneurship can help alleviate burnout by providing teachers with alternative roles and opportunities for professional fulfillment. Teachers in Dubai and Turkey, where working conditions are generally more favorable, also recognized the potential of teacherpreneurship to reduce stress and enhance work-life balance.\u003c/p\u003e\n\u003cp\u003eWhile teacherpreneurship offers a range of benefits, several barriers (Digital Literacy, Time, and Financial Barriers) impede teachers from fully engaging in this entrepreneurial role. As highlighted in this study, the need for digital literacy emerged as one of the most significant disadvantages of teacherpreneurship across all four countries. Teachers with limited digital skills struggle to access and implement the necessary tools for entrepreneurial activities, particularly in regions like Iran and Iraq, where technology resources are scarce. Strategies to improve computer literacy are essential to addressing this issue. Providing targeted professional development workshops and incorporating digital literacy training into teacher education programs could help equip teachers with the skills needed to engage in teacherpreneurship. Digital tools like online teaching platforms, content creation software, and social media can significantly enhance teachers\u0026apos; ability to build entrepreneurial ventures.\u003c/p\u003e\n\u003cp\u003eRegarding the perceptions of teacherpreneurs across age and experience levels, it is clear that older or more experienced teachers may be more resistant to the technological and innovative aspects of teacherpreneurship, while younger teachers may embrace these opportunities more readily (Isaee \u0026amp; Barjesteh, 2023). However, all teachers, regardless of age, have the potential to benefit from professional development and support systems that address their specific needs. For instance, younger teachers may benefit more from advanced digital skills training, whereas older teachers may appreciate mentorship or access to resources that allow them to gradually transition into entrepreneurial roles.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThis study offers valuable insights into the potential and challenges of EFL teacherpreneurship in the Middle East, highlighting the varied perceptions of teachers in Iran, Iraq, Turkey, and Dubai. EFL teacherpreneurs view this role as enhancing professional growth, fostering innovation, and improving digital literacy. However, the study also underscores significant barriers, including financial constraints, limited technological resources, and the need for advanced digital literacy, particularly in resource-limited settings.\u003c/p\u003e\n\u003cp\u003eTo overcome these barriers, specific strategies should be implemented to improve computer literacy among teachers interested in teacherpreneurship. One approach could be to offer country-specific workshops or online courses that provide teachers with the digital skills needed to engage in entrepreneurial activities. Furthermore, promoting networking and collaboration among teachers from diverse age groups and experience levels can help bridge the gap in technological proficiency, as more experienced teachers can mentor younger ones, creating a supportive community for all.\u003c/p\u003e\n\u003cp\u003eFinally, the availability of resources and support systems across various countries plays a critical role in assisting teachers to overcome the challenges associated with teacherpreneurship. Countries like Dubai and Turkey, which have better access to technological infrastructure, can offer more structured programs to support teacherpreneurs, while Iran and Iraq might benefit from international collaborations or online platforms that provide affordable access to digital tools and resources. These targeted support systems will ensure that all teachers, regardless of location or experience level, can harness the benefits of teacherpreneurship.\u003c/p\u003e\n\u003cp\u003eHowever, this study is not without its limitations. First, the sample size was relatively small and focused on teachers from only four countries, which may not fully represent the diversity of experiences and challenges EFL teacherpreneurs face across the broader Middle Eastern region. A more extensive study, involving a larger number of countries or areas, could offer a more comprehensive understanding of teacherpreneurship. Second, the research primarily relied on qualitative data, which, while providing rich insights into teacher perceptions, may be limited in terms of generalizability. Future studies could employ a mixed-methods approach or larger-scale quantitative surveys to explore these themes further. Additionally, the research did not deeply examine the impact of teacherpreneurship on student outcomes, which could provide important information about the effectiveness of teacherpreneurship in enhancing teaching practices and learning experiences.\u003c/p\u003e\n\u003cp\u003eIn conclusion, while teacherpreneurship has the potential to transform EFL education in the Middle East, it requires tailored support systems to address the unique challenges faced by teachers in diverse contexts. This includes enhancing digital literacy, providing time-management strategies, and offering financial support or mentorship. These measures will allow teacherpreneurs to thrive and contribute meaningfully to the educational landscape.\u003c/p\u003e"},{"header":"Declarations","content":"\u003ch2\u003e\u003cstrong\u003eConflicts of interest/competing interests\u003c/strong\u003e\u003c/h2\u003e\n\u003cp\u003eFinancial interests: The authors declare they have no financial interests.\u003c/p\u003e\n\u003cp\u003eNon-financial interests: None.\u003c/p\u003e\n\u003cp\u003e(The authors have no financial or proprietary interests in any material discussed in this article.)\u003c/p\u003e\n\u003ch2\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/h2\u003e\n\u003cp\u003eThe authors did not receive support from any organization for the submitted work. No funds, grants, or other support was received.\u003c/p\u003e\n\u003ch2\u003e\u003cstrong\u003eEthics Approval\u003c/strong\u003e\u003c/h2\u003e\n\u003cp\u003eThis study was conducted under the supervision of the Committee of Ethics at Ayatollah Amoli Branch of Islamic Azad University, where ethical considerations are central to this research. The research was conducted in strict accordance with ethical guidelines to ensure the well-being of the participants and the integrity of the study. The following ethical principles were adhered to throughout the research process:\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eInformed Consent:\u003c/em\u003e Before participating in the study, all participants were given detailed information about the study\u0026rsquo;s purpose, procedures, and the potential risks and benefits of participation. Participants were informed that their involvement was voluntary and that they had the right to withdraw from the study at any time without any negative consequences. Only participants who provided written informed consent were included in the study.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eConfidentiality and Anonymity:\u003c/em\u003e To protect the privacy of the participants, all personal information, including names and other identifiable details, was kept confidential. The interviews were anonymized during transcription, with pseudonyms assigned to each participant to ensure their identities remained private. Additionally, the data were stored securely, with access limited to the researcher.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eRight to Withdraw:\u003c/em\u003e As part of the informed consent process, participants were made aware of their right to withdraw from the study at any time without penalty. This allowed participants to feel comfortable in sharing their experiences without the fear of being coerced or pressured to continue.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eNon-Harm:\u0026nbsp;\u003c/em\u003eThe study was designed to minimize any potential harm or discomfort to participants. The interview questions were framed in a manner that encouraged participants to share their experiences openly but did not require them to disclose sensitive personal information that could cause distress. Participants were also given the option to skip any questions they did not wish to answer.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eEthical Review and Approval:\u0026nbsp;\u003c/em\u003ePrior to commencing the study, ethical approval was obtained from the researcher\u0026rsquo;s institution, which reviewed the research design and ethical considerations. This ensured that the study complied with institutional and international ethical standards for conducting research involving human participants.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eCultural Sensitivity:\u003c/em\u003e Given the study\u0026rsquo;s focus on participants from four different countries, cultural sensitivity was a key consideration. The researcher made efforts to ensure that the interview questions were respectful of cultural norms and that the language used during the interviews was appropriate for all participants, regardless of their cultural background. The researcher also took care to be mindful of any cultural differences that might influence the way participants responded to the interview questions.\u003c/p\u003e\n\u003cp\u003eThrough these ethical practices, the study ensured that the participants\u0026rsquo; rights and well-being were safeguarded throughout the research process. The researcher remained committed to conducting the study with integrity, ensuring that the findings would contribute meaningfully to the field of EFL teacherpreneurship while maintaining the trust and respect of the participants.\u003c/p\u003e\n\u003ch2\u003e\u003cstrong\u003eConsent\u003c/strong\u003e\u003c/h2\u003e\n\u003cp\u003eIn this study, we ensured that all human participants involved in interviews and data collection provided explicit, informed consent by ethical guidelines. Before participation, each individual was fully informed of the purpose of the research, the scope of data collection, and how their information would be utilized. Consent was obtained voluntarily, without any form of coercion, and participants had the opportunity to ask questions and withdraw from the study at any time. Documentary evidence of consent will be made available if requested, in compliance with the guidelines of the Human Arena journal.\u003c/p\u003e\n\u003ch2\u003e\u003cstrong\u003eData and/or Code availability\u0026nbsp;\u003c/strong\u003e\u003c/h2\u003e\n\u003cp\u003eThe transcription of interviews is accessible through the email of the corresponding author ([email protected]).\u0026nbsp;\u003c/p\u003e\n\u003ch2\u003e\u003cstrong\u003eAuthors\u0026rsquo; contribution\u0026nbsp;\u003c/strong\u003e\u003c/h2\u003e\n\u003cp\u003eH.B. wrote the main manuscript and supervised the whole process.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eN.FR. Managed the interviews and transcribed the recorded interviews.\u003c/p\u003e\n\u003cp\u003eH.I. did the thematic analysis.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eAladağ, S. (2017). 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A survey of content creators on TeachersPayTeachers.com. \u003cem\u003eJournal of Research on Technology in Education\u003c/em\u003e, \u003cem\u003e51\u003c/em\u003e(4), 398\u0026ndash;414.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"English Language Teaching, Entrepreneurs, Innovative Educational Practices, Teacherpreneurs","lastPublishedDoi":"10.21203/rs.3.rs-5640572/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-5640572/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eTeacherpreneurs are a combination of educators and entrepreneurs who balance their teaching roles with the opportunity, resources, and motivation to develop and implement innovative educational practices and policies that benefit students and fellow teachers (Berry, 2010). Research indicates that teachers who exhibit entrepreneurial behavior often prioritize their professional development. However, the perceptions of English Language Teaching (ELT) teachers regarding teacherpreneurship have not been thoroughly explored in the context of the Middle East. This study seeks to investigate the perceptions of ELT teachers in four countries (i.e., Dubai, Turkey, Iran, and Iraq) about teacherpreneurship, examining its advantages and challenges. The study identifies common themes and attitudes among participants using a phenomenological design. Through purposive sampling and ethical considerations, 40 ELT teachers with experience in teacherpreneurship were selected. Semi-structured interviews were conducted via Duo and WhatsApp, with open-ended questions in English. The results revealed that participants viewed teacherpreneurship as a means for fostering innovation, advancing professionally, generating income, improving digital literacy, reducing burnout, and creating platforms for publishing academic work. Furthermore, participants identified several advantages and challenges associated with ELT teacherpreneurship. The findings have implications for many stakeholders, including ELT teacherpreneurs, their followers, and researchers across the Middle Eastern context.\u003c/p\u003e","manuscriptTitle":"Let’s Think Aloud on Teacherpreneurship: A Phenomenological Study through the Lens of EFL Teachers","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-01-09 04:42:42","doi":"10.21203/rs.3.rs-5640572/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"e5ca3293-5627-49e4-b977-763da2ab50e2","owner":[],"postedDate":"January 9th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2025-01-09T04:42:44+00:00","versionOfRecord":[],"versionCreatedAt":"2025-01-09 04:42:42","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-5640572","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-5640572","identity":"rs-5640572","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}