Exploring the Nexus between English Teacher Identity and Socio-demographic Background: Evidence from Algeria

This study aimed to investigate how English teachers’ identity (ETI) levels vary based on different sociodemographic backgrounds in Algeria. To this end, a survey research design was adopted by utilizing a questionnaire as research instrument: The first of section elicits information about teachers’ background information, including age, professional title, teaching experience, leadership position, salary level, and family condition. The second section is Yan’s (2024) 19-item English Teacher Identity Measure (ETIM) to measure the teachers’ levels of ETI, which consists of four indicators: self-efficacy (SE), future perspective (FP), teacher belief (TB), and career perception (CP). By using convenience sampling, an online questionnaire was emailed to 170 tertiary EFL teachers from different regions in Western Algeria, and 105 teachers voluntarily participated in this study. 30 of them participated in the pilot study and the remaining 75 teachers’ responses were analyzed using SPSS. The data revealed significantly different ETI levels according to years of teaching experience. The findings showed that teachers who scored the lowest ETI levels were PhD holders, lecturers, teachers of the 1980s generation and middle-level leaders. This study informs teacher management and teacher educators of those particular teacher groups that need more support.