Stories Of An Efl Teacher’s Professional Identity Development

Abstract

This study explores the professional identity development of an English as a Foreign Language (EFL) teacher through a narrative inquiry approach. The research aims to understand how an EFL teacher construct, negotiates, and reflect on her professional identity across different stages of her teaching journey. The participant of this study was a female English teacher at an inclusive high school in Yogyakarta, Indonesia. Data were collected through semi-structured interviews, supported by documents and transcript, and analyzed thematically using Barkhuizen (2014) narrative framework. The findings demonstrate that the teacher’s professional identity is shaped through four interrelated dimensions: an ongoing process of interpretation and reflection, the influence of personal and contextual factors, the negotiation of multiple sub- identities (as teacher, mentor, and homeroom leader), and the exercise of agency in teaching practice. The participant’s stories demonstrate that enjoyment, empathy, and moral satisfaction are central to sustaining her professional growth. The study concludes that teacher identity development is a continuous, dynamic, and context-bound process influenced by individual beliefs, school culture, and social interaction. The research highlights the significance of reflective practice and institutional support in nurturing teacher identity within inclusive EFL settings.