Abstract
This study investigates the identity of English for Specific Purposes (ESP) teachers within the dynamic landscape of shifts in public English teaching positioning. Adopting a mixed-methods approach, qualitative and quantitative analyses were employed to explore the complexities of ESP teacher identity construction and adaptation. Qualitative findings revealed key themes including strong professional identity grounded in specialized expertise, the impact of changing educational policies and curriculum reforms, and the importance of cultural competence and intercultural communication. Quantitative analysis of survey data indicated high levels of job satisfaction among ESP teachers, with significant correlations between variables such as professional development participation, perceived efficacy in technology integration, and self-perceptions of identity as ESP educators.
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