An Exploration of Iranian Primary-Level EFL Teachers’ Perceptions Toward Their Professional Identity

Although professional identity is a fundamental aspect of any educational system, particularly in the context of English as a Foreign Language (EFL) teaching, little attention has been given to the professional identity of primary-level EFL teachers. Hence, investigating teachers' professional identity can alleviate some challenges they face as integral members of the education process. The aim of this study was to explore Iranian primary-level EFL teachers’ professional identity and the role of gender in their perceptions of their professional identity. To this end, a qualitative thematic analysis design was used. Participants included 15 teachers (7 males and 8 females) from private institutes of Tehran and Tabriz who were selected through convenience sampling. Data were collected through a face-to-face semi-structured interview. Based on the results of the thematic analysis, four main themes were identified: teachers' professional competence, teachers' professional learning, teacher-student relationships, and teacher-community relationships. Additionally, it was indicated that the gender of primary-level Iranian EFL teachers does not play any role in their perceptions of their professional identity. These results highlighted the multifaceted nature of teachers' professional identity, which is shaped by their expertise, continuous learning, and interactions within the educational community. This study has important implications for EFL teachers, EFL learners, and syllabus designers.