Unpacking the Perceived Personal and Contextual Conditions Shaping English Language Teachers’ Professional Identity Formation in Secondary Schools
Table 2
Social spaces and personal values engendering teacher emotional experiences.
Main theme
Subordinate themes
Initial codes
Sample excerpt (s)
Teacher emotions
Sense of pride
King of all other jobs
I told you before; I didn’t intend to be a teacher. But it is a profession that I love and enjoy most while I live it. Teaching is my living style. (Tare). In the past, I was really unhappy about it; but now I consider it the king of all other jobs. (Tare)
Feeling of greatness
Our glory
Self-blame
Limited language proficiency
… If you approach affectionately and discuss with them, they will stop disturbing in the classroom. They will be interested in learning. The other factor is your lesson delivery itself. Students will be more likely to attend if the teacher is well prepared is able to deliver well. (Tare)
Teacher ill-treatment
Inadequate preparation
Poor pedagogical skills
Anger
Unfair priority
It is said that teachers compete; but the priority is for the natives (ethnic group). (Tare)
Discrimination
Nepotism and unfair bureaucracy must be halted. (Tare)
Nepotism
Fear
Feelings of personal inadequacy in speaking skills
The inability to speak boldly without fear is seen in our frequent use of Amharic in the classroom. (Fazi) …. second, for myself, it is a security for me. (Fazi)
Feeling unsafe
Sensitivity towards carefulness
Sadness
Powerlessness
If you go down and see it closely, you notice something unappealing. You can see the society giving great respect for those ordinary people who have money. (Tare)
