Volume 4, Issue 4 (December 2025)
IJER 2025, 4(4): 0-0 |
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Hadi S, Rezvani E, Salehi H, Tabatabaei O. (2025). Structural Equation Modeling of Language Socialization and Professional Identity Formation among Iranian EFL Teachers. IJER. 4(4),
URL: http://ijer.hormozgan.ac.ir/article-1-459-en.html
URL: http://ijer.hormozgan.ac.ir/article-1-459-en.html
1- Department of English, Na.C., Islamic Azad University, Najafabad, Iran
2- Department of English, Isf. C., Islamic Azad University, Isfahan, Iran ,e.rezvani@iau.ac.ir
3- Department of English, Na.C., Islamic Azad University, Najafabad, Iran
4- Department of English, Na.C., Islamic Azad University, Najafabad, Iran
2- Department of English, Isf. C., Islamic Azad University, Isfahan, Iran ,
3- Department of English, Na.C., Islamic Azad University, Najafabad, Iran
4- Department of English, Na.C., Islamic Azad University, Najafabad, Iran
Abstract: (9 Views)
Objective: This study aimed to empirically validate a comprehensive conceptual model of language socialization as a dynamic, multifaceted mechanism influencing professional identity formation among Iranian English as a Foreign Language (EFL) teachers. The model was grounded in prior qualitative work and sought to explain how causal, contextual, strategic, intervening, and outcome factors interact to shape teacher identity.
Methods: Based on insights from 11 in-depth qualitative interviews, a 62-item questionnaire was developed to capture five major dimensions of the proposed model. The survey was administered to 213 Iranian EFL teachers representing varied academic backgrounds, institutional settings, and professional experiences. Confirmatory factor analysis (CFA) was used to assess construct validity, and structural equation modeling (SEM) examined direct and indirect relationships among the model components.
Results: CFA supported strong construct validity (CFI = 0.95; RMSEA = 0.05). SEM results demonstrated significant pathways among all major variables, with strategic actions serving as a key mediating mechanism between contextual conditions and professional identity outcomes. Findings confirm the relevance of sociocultural and organizational socialization theories, showing that teacher identity is shaped through a combination of individual agency, peer collaboration, reflective practice, and institutional structures.
Conclusions: The validated model provides robust empirical evidence from a non-Western context, illustrating how language socialization processes contribute to identity development among EFL teachers. The results highlight the importance of reflective engagement, collaborative professional communities, and sustained institutional support in fostering resilient and adaptive teacher identities. These insights offer practical implications for teacher education, curriculum design, and educational policy aimed at strengthening professional growth and effectiveness in global EFL contexts.
Methods: Based on insights from 11 in-depth qualitative interviews, a 62-item questionnaire was developed to capture five major dimensions of the proposed model. The survey was administered to 213 Iranian EFL teachers representing varied academic backgrounds, institutional settings, and professional experiences. Confirmatory factor analysis (CFA) was used to assess construct validity, and structural equation modeling (SEM) examined direct and indirect relationships among the model components.
Results: CFA supported strong construct validity (CFI = 0.95; RMSEA = 0.05). SEM results demonstrated significant pathways among all major variables, with strategic actions serving as a key mediating mechanism between contextual conditions and professional identity outcomes. Findings confirm the relevance of sociocultural and organizational socialization theories, showing that teacher identity is shaped through a combination of individual agency, peer collaboration, reflective practice, and institutional structures.
Conclusions: The validated model provides robust empirical evidence from a non-Western context, illustrating how language socialization processes contribute to identity development among EFL teachers. The results highlight the importance of reflective engagement, collaborative professional communities, and sustained institutional support in fostering resilient and adaptive teacher identities. These insights offer practical implications for teacher education, curriculum design, and educational policy aimed at strengthening professional growth and effectiveness in global EFL contexts.
Keywords: Language socialization, Professional identity, Iranian EFL teachers, Structural Equation modeling, Teacher development
Type of Study: Original |
Subject:
Educational Studies
Received: 2025/06/6 | Accepted: 2025/09/15 | Published: 2025/12/1
Received: 2025/06/6 | Accepted: 2025/09/15 | Published: 2025/12/1
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