A comprehensive understanding of influential factors on English language teachers' identity: Using meta-synthesis and confirmatory factor analysis

Teacher identity is a multifaceted construct that shapes teachers' beliefs, practices, and professional 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 meta-synthesis 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 multidimensional and context-sensitive nature of teacher identity. Implications include the use of the ELTIQ for cross-cultural studies, longitudinal research, and practical applications 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.