A set of beliefs and knowledge about teaching and learning lies at the heart of every teacher. Curriculum methods are modified as a teacher’s knowledge grows, and self-efficacy grows. Teachers’ effectiveness and views influence literacy teaching in their courses to various degrees. However, they are frequently obligated to teach in a particular manner in order to obtain desired learning outcomes, even if they do not completely agree with the techniques or approaches. The objective of this study is to examine the relationship between Saudi elementary school teachers’ efficacy beliefs and practices regarding implementing the Arabic language integrative curriculum and the factors that affect and impede teachers’ instructional classroom practice. This qualitative case study uses Bandura’s (1997) self-efficacy framework to provide rich, thick descriptions of Saudi teachers’ self-efficacy source experiences and how those experiences shaped self-efficacy beliefs. It highlights three elementary Saudi teachers’ efficacy through observations and interviews. The results indicate that teachers’ high efficacy beliefs led them to make changes in the curriculum based on their students’ needs. Evidence also supported the tension between whether teachers want to implement the integrative curriculum or the separated one. The participants in the study found new ways to maneuver through the scripted curriculum and what they think is best for their students.

Metaphors provide a framework through which teachers may convey their beliefs about teaching and learning. Using metaphor analysis, this article reflects on the views of three experienced teachers in Saudi Arabia. The study examines the metaphorical images female Saudi teachers use about teaching and learning. The question guiding the research study is What metaphors do Saudi female teachers use about teaching and learning? A qualitative research design was deemed best for this study through a case study. The individual metaphor analysis captured the teacher’s individual identity; the researcher discovered that each metaphor linked components of identity and teaching practice in distinct and diverse ways. A following cross-case study highlighted the numerous conflicts that instructors experience. The findings revealed that obligations and responsibilities vary between metaphors, profession-related ambivalence, and disputes in teachers’ images. Both the individual and cross-case analyses show that metaphors have the potential to enrich professional development and teacher education to advise policymakers, school administrators, teacher educators, and teachers.

The purpose of the study was to indicate the challenges that Arabic language teachers face in using distance learning through the COVID 19. The study applied a descriptive approach, through using a survey instrument. The survey was applied to a stratified random sample, consisting of 348 participants including 182 male and 166 female teachers in the Hail región in Saudi Arabia. The results showed that there are several challenges faced by teachers, most notably: poor internet connection, high financial cost of providing devices for learners, poor attendance and difficulty in developing skills that need direct interaction. In addition to the absence of statistically significant differences towards the study axes between the average responses of the study sample, according to the number of training courses in the technical field and years of experience. The study recommended spreading the culture of collective participation and active dialogue, using motivating teaching strategies, and developing a clear vision for teaching the Arabic language from a distance.

Metaphors provide a framework through which teachers may convey their beliefs about teaching and learning. Using metaphor analysis, this article reflects on the views of three experienced teachers in Saudi Arabia. The study examines the metaphorical images female Saudi teachers use about teaching and learning. The question guiding the research study is What metaphors do Saudi female teachers use about teaching and learning? A qualitative research design was deemed best for this study through a case study. The individual metaphor analysis captured the teacher’s individual identity; the researcher discovered that each metaphor linked components of identity and teaching practice in distinct and diverse ways. A following cross-case study highlighted the numerous conflicts that instructors experience. The findings revealed that obligations and responsibilities vary between metaphors, profession-related ambivalence, and disputes in teachers’ images. Both the individual and cross-case analyses show that metaphors have the potential to enrich professional development and teacher education to advise policymakers, school administrators, teacher educators, and teachers.