<![CDATA[As frontline educators, ESL teachers possess invaluable insights into their students needs and a profound understanding of practical pedagogical strategies. Despite their crucial role, limited research has explored their perspectives on involvement in decision-making processes and the challenges they face, particularly when navigating the tension between institutional expectations and students needs. This study addresses this gap by examining the challenges confronted by ESL teachers and identifying areas for potential improvement in English Language Teacher Education (ELTE) within the Malaysian educational context. Through qualitative inquiry, data were gathered from ten expert ESL teachers and five ELTE administrators via semi-structured interviews. Using inductive coding in Atlas.ti and thematic analysis, several critical challenges were identified, including the pressure to deliver academic results while fostering critical thinking, adjusting to rapid technological changes, dealing with attitudes of both teachers and students, managing insufficient facilities, and coping with an exam-oriented syllabus. Additionally, participants expressed feelings of being unheard and overwhelmed by administrative tasks. The findings not only contribute to a deeper understanding of the challenges faced by ESL teachers but also offer insights into enhancing ELTE in terms of pre-service and in-service training, facilities and resources, and incorporating teachers voices into policy-making processes. These insights pave the way for targeted interventions and foster teacher empowerment in decision-making.]]>
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