Unpacking the Perceived Personal and Contextual Conditions Shaping English Language Teachers’ Professional Identity Formation in Secondary Schools
Table 1
Perceived challenges to the development of professional identity.
Main theme
Subordinate themes
Initial codes
Sample excerpt (s)
Challenges
English language proficiency
Low level of English proficiency
Not only the students but also the teachers do not have the courage to speak the language as much as possible. The inability to speak boldly without fear is seen in our frequent use of Amharic. (Fazi)
Teacher-centered methods
Overuse of L1
School administration
Favoritism
Management holds specific teams. Eh… it's only those people to be involved in trainings and other benefiting activities. (Fazi) …school management is not focused on educational work. It focuses on political issues…(Tare)
Unsupportiveness
Lack of recognition
Unprofessionalism
Lack of ownership sense
Student behavior
Disruptive behaviors
Even there are students who cannot spell their own names correctly. Students who come to secondary schools are usually weak. (Tare)
Poor language skills
Lack of motivation for learning
Teacher resources
Large class size
The current number of students is difficult to create that. How can a teacher in a 40-minute class manage 80 and 90 students’ performance…besides, not enough textbooks? (Fazi)
Lack of language labs
Inadequate teaching materials
Social status
Teachers’ insufficient income
The society’s place to the teacher depends on the teacher’s living conditions. At present, the society does not pay much attention to the teacher. The society respects those who have fortune. (Tare)
