ABSTRACT
This chapter describes the methodological orientations of the study. The data for these multiple case studies were collected from semi-structured interviews conducted with TESOL teachers holding different academic positions, including tenured positions, pre-tenured positions, the positions of director or course coordinator, and contract-based and other leadership positions within their higher respective education institutions. In it, I aim to explore the intersection between the socioeconomic power attached to speed, the constantly changing expectations and demands of HE institutions, and the agency, freedom, and self-determination of individual TESOL teachers in the aforementioned three contexts.
