Apprehensions of university teachers regarding their performance

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Focusing on the experiences of university teachers, this research explores their perceptions of performance within an educational context. It aims to uncover the meanings and signifiers related to their apprehensions through a phenomenological lens. Employing a qualitative approach within an interpretative paradigm, the study is grounded in social constructionism and utilizes ethnography as its primary method. The goal is to develop an emerging theoretical construct that sheds light on the complexities of university teaching experiences.