Teaching English Language

Teaching English Language

EFL Teachers' Challenges and Strategies in Developing and Maintaining Their Professional Identity: Voices from Public and Private Schools

Document Type : Original Article

Authors
1 Department of English Language, Faculty of Literature and Humanities, Hakim Sabzevari University, Sabzevar, Iran
2 Associate Professor of Applied Linguistics, Department of English Language, Faculty of Literature and Humanities, Hakim Sabzevari University, Sabzevar, Iran Associate Professor of Applied Linguistics, Department of English, Faculty
10.22132/tel.2026.510908.1818
Abstract
Over the past decade, considerable research has been conducted on teacher professional identity (TPI) in second or foreign language (L2) studies. However, little attention has been paid to the identity challenges that English as a foreign language (EFL) teachers encounter while working in public and private educational institutions. Moreover, their coping strategies in developing and maintaining their professional identities are underexplored. To bridge this gap, this study examined Iranian EFL teachers' perceptions of professional identity challenges and their coping strategies for addressing them. To this end, 15 EFL teachers (7 from public schools and 8 from private schools) were purposefully selected to participate in a semi-structured interview. The results of the thematic analysis, obtained using MAXQDA software, revealed multifaceted challenges stemming from institutional, cultural, emotional, and pedagogical sources. Also, coping strategies such as time management, peer collaboration, and reflective practices emerged as vital tools for overcoming challenges and enhancing professional identity. The implications of our findings are significant for educational institutions and policymakers, suggesting the need for comprehensive professional development programs and supportive policies that address the diverse challenges faced by EFL teachers. By fostering a collaborative and inclusive environment, stakeholders can help educators cultivate resilient professional identities.
Keywords

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Volume 20, Issue 2
July 2026
Pages 509-542

  • Receive Date 06 March 2025
  • Revise Date 07 July 2026
  • Accept Date 14 July 2026