Teacher Agency and Professional Identity: A Narrative Study of Outstanding EFL Teachers in Indonesian Islamic Junior High Schools
Abstract
Using a narrative inquiry approach, this study examines the relationship between teacher agency and the formation of professional identity among English as a Foreign Language (EFL) teachers in Indonesian Islamic Junior High Schools. While research has examined teacher agency and professional identity, limited attention has been given to how these elements interact within value-based education such as Islamic schools in Southeast Asia. This study explores how excellent EFL teachers adapt their values, beliefs and approaches to satisfy the needs of 21st-century education. This study is based on in-depth interviews with two outstanding EFL teachers purposively selected based on shared criteria, including extensive teaching experience, engagement in curriculum development or instructional innovation, participation in professional learning communities, and professional recognition. The participants represented different professional profiles, with one characterized by extensive experience and professionalism and the other by innovative teaching practices. The research examines the developmental processes of teacher agency and professional identity. Although institutional factors frequently present challenges, the findings indicate that teachers demonstrate agency by diversifying their learning, experimenting with new pedagogical approaches, and collaborating with colleagues. Their professional identity grows through reflection, experience, and important interactions. The findings suggest that encouraging reflection, supportive leadership, and teamwork are key to building teacher agency and professional identity in values-based EFL settings.