Identity Tensions Experienced by Iranian Novice EFL Teachers

Abstract

Early-career language teachers, who are struggling with transitory stages of identity development from students to teachers, can experience a collection of negative emotions known as identity tensions. This exploratory mixed-methods study helps novice teachers to identify their tensions, especially identity tensions, and be more familiar with and manage various types of them. To this end, first an interview has been conducted with 16 teachers and, afterward, a developed questionnaire to 150 participants has been administrated. Thematic analysis and between-groups analysis of t-tests and ANOVAs were used for the qualitative and quantitative phases of the study respectively. The study found that gender was not associated with identity tensions, but that age, years of experience, and educational background were positively associated with identity tensions.