Teacher Agency and Identity in Language Teaching: Implications for Professional Development and Educational Reform in Uzbek Higher Education

This study examines the relationship between teacher agency, professional identity formation and pedagogical effectiveness in English language education within the multilingual context of Fergana, Uzbekistan.Despite growing recognition of teacher identity as a crucial factor in educational success, empirical research investigating its impact on teaching practices in Central Asian contexts remains underdeveloped.This mixed-methods study explored how teacher identity construction and agency influence instructional decisions and professional development pathways at Fergana State University.Data were collected from 68 English language teachers through surveys, in-depth interviews, classroom observations, and teaching portfolios.Results indicated that teachers with strong agentic identity demonstrated greater pedagogical innovation, resilience in the face of constraints, and more effective implementation of educational reforms.Findings suggest that agency-focused professional development approaches significantly enhance teacher effectiveness and satisfaction in the Uzbek educational context.This research contributes to understand the complex interplay between teacher identity, institutional structures and educational change in Central Asia, offering practical implications for teacher educators and policy makers in Uzbekistan and similar post-Soviet educational contexts.