An investigation of EFL teachers' perceptions of their professional identity throughout the covid-19 pandemic

There are insufficient words to define the significance of teachers for the future; therefore, universal acknowledgement is required in which the professional identity of teachers is clarified and better understood. The sacrifices made by teachers cannot be ignored, particularly during COVID-19, when the entire world is affected. This study aimed to assess how the COVID-19 pandemic influenced educators' identities. The purpose of the study was to investigate the personal and professional experiences that influence the identities of EFL teachers and to determine how factors such as teaching beliefs, professional socialization, career development, and professional competence influence the identities of EFL teachers during the COVID-19 pandemic. For the aim of this study, the quantitative method was used. Participants in the study were EFL teachers from public schools in Malatya, Turkey. The total number of participants was 120. Participants in this descriptive study were chosen at random. EFL teachers' identities were disclosed using a 40-item, 5-point Likert scale questionnaire adapted from Noi et al. (2016) that focused on the following aspects: (1) teaching beliefs, (2) professional socialization, (3) career development, and (4) professional competence. The results of the study indicated that the teachers who participated in the survey had a high level of professional identity perception regarding their learning needs. Moreover, teachers' perceptions of their professional identity in regards to professional socialization, career advancement, and professional competence were above the medium level.