A comprehensive understanding of influential factors on English language teachers’ identity: using meta-synthesis and confirmatory factor analysis
Yükleniyor...
Tarih
2025
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Çağ Üniversitesi, Sosyal Bilimler Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Teacher identity is a multifaceted construct that shapes teachers’ beliefs, practices, andprofessional development. This study aimed to explore the key factors influencing English language teachers’ identity and develop a validated instrument to describe this complex construct. Employing a mixed-methods approach, the study consisted of two phases: (1) a metasynthesis of the research carried out in 23 years to identify factors shaping teacher identity, thematic analysis and expert validation to group these factors into coherent themes, and (2) quantitative validation of the English Language Teachers’ Identity Questionnaire (ELTIQ)
through reliability analysis, correlation analysis, and confirmatory factor analysis (CFA). The meta-synthesis and thematic analysis identified 11 themes representing the dimensions of teacher identity: Demographics, Self, Teaching Enthusiasm, Emotional Labour, Community Engagement, Robust Literacy, Investment, Constraints, Adaptability, Learner Voice, and Metaphors. After reliability analysis, the theme, Demographics, was removed and the remaining 10 themes reflect the interplay of personal, professional, and contextual dimensions that shape teachers’ roles and experiences. The ELTIQ demonstrated high internal consistency and structural validity, with CFA results showing a good model fit. The study also revealed significant correlations among the themes, highlighting their dynamic interrelationships in shaping teacher identity. This research provides a comprehensive understanding of English language teachers’ identity and offers a robust tool for further research and professional development. The findings contribute to the literature by emphasizing the ultidimensional and context-sensitive nature of teacher identity. Implications include the use of the ELTIQ for crosscultural studies, longitudinal research, and practical
pplications in teacher education and policy-making. Future research should validate the ELTIQ in diverse contexts and explore additional dimensions to deepen the understanding of teacher identity as an evolving construct.
Açıklama
Anahtar Kelimeler
Teacher identity, language teacher identity, english language teachers’ identity, meta-synthesis, confirmatory factor analysis
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Efe,B. (2025). A comprehensive understanding of influential factors on English language teachers’ identity: using meta-synthesis and confirmatory factor analysis. (Yayımlanmamış Doktora tezi). Çağ Üniversitesi Sosyal Bilimler Enstitüsü İngiliz Dili Eğitimi Bölümü Ana Bilim Dalı, Mersin.
