Navigating Dual Worlds: Exploring the Intersection of Personal and Professional Identity among Iranian English Teachers

This qualitative study explores how institutional contexts shape the interplay of personal and professional identities among Iranian English as a Foreign Language (EFL) teachers. Using semi-structured interviews with ۱۵ teachers from public and private schools, thematic analysis identifies five key themes: Identity Management, Cultural and Ethical Sensitivity, Teaching Philosophy and Methodologies, Personal Beliefs as Educational Tools, and Emotional and Behavioral Regulation. Findings revealed significant divergence in identity strategies: public school teachers often maintain a clear separation between personal beliefs and professional roles due to bureaucratic constraints and the need for neutrality, whereas private school teachers adopt an integrative approach, using personal narratives and cultural connections to create dynamic, student-centered learning environments. These contrasting practices underscore the role of institutional frameworks in shaping teacher agency and pedagogical innovation, contributing to ongoing arguments on teacher identity. Despite limitations stemming from a small sample size and context-specific self-reported data, this study offers valuable insights into the balance between authenticity and conformity in educational practices. Implications for teacher training and policy as well as directions for future research are also discussed.

کلیدواژه ها:

English as a foreign language ، Personal identity ، private school ، Professional identity ، public school