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

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.