Out-of-field teaching and EFL teachers’ professional identity: insights from cultural-historical activity theory

Teaching out-of-field (TOOF) – assigning teachers to subjects beyond their expertise – is a widespread global practice that threatens professional identity and teaching quality. In Iranian public schools, staffing shortages make this phenomenon especially common among EFL teachers. Using Cultural-Historical Activity Theory (CHAT), this study explores how TOOF shapes Iranian EFL teachers’ professional identity. A mixed-methods design was adopted: a questionnaire completed by 100 EFL teachers and semi-structured interviews with 15 of them. Findings revealed that approximately one-third regularly teach out-of-field subjects, particularly at primary level. Quantitative analysis across the six CHAT elements showed neutral effects on Subject and Community, moderately negative effects on Object and Division of Labour, and strongly negative effects on Tools and Rules. Teachers predominantly reported diminished enthusiasm for English teaching, role confusion, and erosion of professional identity. Interviews identified lack of content knowledge, inadequate resources, and contradictory institutional rules as core challenges. While a minority viewed TOOF as a growth opportunity, most experienced it as detrimental. To address unavoidable TOOF, the study proposes the SUPPORT model to protect and strengthen EFL teachers’ professional identity.