Language Teachers' Identity Configurations and Their Resolution Strategies for Imposed Identity

Abstract

Identity conflict resolution is an essential stage in teachers' identity construction. As there seems to be no tool to measure resolution strategies for overcoming the imposed identity, we developed an 18-item questionnaire based on a previously validated imposed identity questionnaire. It included four options of resolution strategies for coping with imposed identity adopted by four identity configurations of teachers, namely Rebellious, Submissive, Harmonious, and Duplicitous. he analysis of the data which were collected from 42 EFL teachers through the resolution strategies questionnaire indicated the dominant types of configuration the teachers projected in coping with mandates by managers, supervisors, and learners as three sources of imposition. Faced with institute managers' imposition, most teachers manifested a Harmonious identity except when managers treated teachers based on their personal attitudes rather than teachers' professional abilities. To deal with supervisors' imposition, the teachers tended to be mostly Submissive or Harmonious. As to learner-driven imposition, the teachers opted for Rebellious and Harmonious strategies to resolve most of the impositions. The findings indicate how identity may be imposed, changed, and managed. Supervisors, managers, and EFL teachers need to consider how identity conflict resolution can lead to a desirable EFL environment for teaching.