“I feel like a motivated creative designer”: Chinese EFL Teacher's identity construction against the background of the “double reduction” policy

Purpose With the implementation of the “Double Reduction” policy, schoolteachers have faced significant pressure related to teaching approaches and teaching efficiency. However, investigating how schoolteachers reconstruct their professional identities while incorporating this policy into their teaching practices has received little attention. To address this gap, this study presents a multiple-case study of eight EFL teachers' identity construction in a secondary school within the milieu of the “Double Reduction” policy. Design/methodology/approach Following a case study design, data were collected from eight participants through semi-structured interviews, supplemented by policy documents analysis. A thematic analysis method was used to create categories in terms of teachers' identities. Findings Analysis of the data revealed that EFL teachers have undergone significant identity shifts, transitioning from “course instructors” to “creative designers,” from “cramming educators” to “critical thinking developers,” from “service providers” to “home-school collaborators” and from “insightful teachers” to “passive actors.” Overall, the “Double Reduction” policy supports the professional identity development of EFL teachers by promoting the expansion of pedagogical practices, such as innovative approaches to homework design, and emphasizing the critical role of home-school collaboration in shaping their identities. Additionally, career stages represent a significant factor influencing teacher agency, which, in turn, plays a pivotal role in the ongoing construction of their professional identities. Originality/value It examines how EFL teachers reconstructed their identities in the context of the “Double Reduction” policy. It brings new insights into language teacher professional development and language teacher education. The findings highlight the role of homework and exam design in enhancing language teachers' professional competencies, the influence of educational reforms on parent–teacher relationships and teacher identity construction, and the impact of teaching experience on teacher agency.