English teacher professionalism: Experience in inclusive and special needs school

This study investigates how English language teachers develop their professional identities within the framework of inclusive education and Special Needs School (SNS), emphasizing the interplay of self-efficacy, emotional resilience, and teaching strategies for children with Special Education Needs (SEN). Utilizing a qualitative narrative inquiry method, data were gathered through semi-structured interviews and classroom observations, which were then analyzed thematically using ATLAS.ti. The findings indicated that teachers' professional identities are influenced by personal values, institutional support, and pedagogical modifications tailored to students' psychological requirements, including multimodal teaching approaches. Additionally, the results highlighted the essential role of emotional resilience in addressing the challenges encountered in an inclusive classroom. This research adds to educational psychology by presenting a conceptual framework that connects self-efficacy, systemic support, and inclusive practices. Recommendations suggest that teacher training should incorporate psycho-pedagogical strategies for educating children with disabilities.