Investigating EFL Teacher’s Professional Identities in Flipped Learning Classroom Through Accountability-Focused Evaluations

Abstract

Technology-enhanced methods are widespread around the world because of the COVID-19 pandemic. One of these favorite methods is flipped learning (FL) and its effectiveness for English as a foreign language (EFL) teaching/learning is confirmed in the literature. However, teachers’ evaluation and education in the EFL FL context are rarely investigated. The current study investigated EFL teachers’ professional identities in FL classrooms through accountability-focused evaluations. Employing qualitative design to obtain in-depth insights, current research analyzes 11 EFL teachers’ perceptions about their performance evaluation system and its impact on their professional identities. Findings revealed that participants have a consensus on the idea that the evaluation system in the FL classroom has mostly focused on accountability and even it is harmful to their professional identities. In addition, there was a significant relationship between teachers’ identity with their well-being, effectiveness, commitment, and sense of agency in the EFL FL classroom. The current study recommended practitioners and researchers redesign the EFL teachers’ evaluation system in the FL classroom.