The role of conflicting values in the teaching experiences of South African educators in Saudi Arabian schools

Abstract

Many South African educators seek employment in Saudi Arabian schools, drawn by monetary incentives and better working conditions. However, little consideration is given to differences in cultural and educational values synonymous with the two entities. This research deals with the role of conflicting values in the teaching experiences of South African educators in Saudi Arabian schools by means of a literature study and empirical investigation. Qualitative data collection was done by in-depth personal interviews and personal narratives, written and sourced via e-mail. Findings revealed that the preconceived educational values of the South African educators sometimes acted as a barrier to teaching, restricting the educators from fully optimising their educational experiences. However, positive features of the Saudi education system were highlighted. The implications indicate a need for better orientation for South African educators working or planning to work in Saudi Arabia with emphasis on societal norms, customs and values.