Abednia, A. (2012). Teachers’ professional identity: Contributions of a critical EFL teacher education course in Iran. Teaching and Teacher Education, 28(5), 706–717.
Abuhussein, H. F., & Badah, A. (2024). Exploring the impact of online teaching environment on EFL teachers’ professional identity. Electronic Journal of e-Learning, 22(5), 39-52.
Akour, M., & Alenezi, M. (2022). Higher education future in the era of digital transformation. Education Sciences, 12(11), 784.
Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D. (2018). Introduction to research in education: Cengage Learning.
Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175-189.
Beijaard, D., Verloop, N., & Vermunt, J.D. (2000). Teachers’ perceptions of professional identity: An exploratory study from a personal knowledge perspective. Teaching and Teacher Education, 16, 749–764.
Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107-128.
Canrinus, E. T., Helms-Lorenz, M., Beijaard, D., Buitink, J., & Hofman, A. (2012). Self-efficacy, job satisfaction, motivation and commitment: Exploring the relationships between indicators of teachers’ professional identity. European Journal of Psychology of Education, 279(1), 115-132.
Chen, H., Li, Y., & Wang, Q. (2022). The relationship between professional identity and job satisfaction among primary school English teachers in China. Cogent Education, 9(1), 2036533. doi:10.1080/2331186X.2022.2036533
Chen, H., Liu, F., Pang, L., Liu, F., Fang, T., Wen, Y., ... & Gu, X. (2020). Are you tired of working amid the pandemic? The role of professional identity and job satisfaction against job burnout. International Journal of Environmental Research and Public Health, 17(24), 9188.
Cheng, K. H. (2017). A survey of native language teachers’ technological pedagogical and content knowledge (TPACK) in Taiwan. Computer Assisted Language Learning, 30(7), 692-708.
Clarke, M. (2009). The ethico-politics of teacher identity. Educational Philosophy and Theory, 41(2), 185–200. doi:10.1111/j.1469-5812.2008.00420.x
Day, C., Kington, A., Stobart, G., & Sammons, P. (2006). The personal and professional selves of teachers: Stable and unstable identities.
British Educational Research Journal,
32(4), 601–616.
https://doi.org/10.1080/01411920600775316
Edwards, E., & Burns, A. (2016). Language teacher–researcher identity negotiation: An ecological perspective. TESOL Quarterly, 50(3), 735–745. doi:10.1002/tesq.313
Evans, L. (1997). Understanding teacher morale and job satisfaction. Teaching and Teacher Education, 13(8), 831-845.
Farrell, T. (2013). Reflective practice in ESL teacher development groups: From practices to principles. Springer.
Flores, M. A., & Day, C. (2006). Contexts which shape and reshape new teachers’ identities: A multi-perspective study. Teaching and Teacher Education, 22, 219-232.
García-Salirrosas, E. E., Rondon-Eusebio, R. F., Geraldo-Campos, L. A., & Acevedo-Duque, Á. (2023). Job satisfaction in remote work: The role of positive spillover from work to family and work–life balance.
Behavioral Sciences,
13(11), 916.
https://doi.org/10.3390/bs13110916
Gkolia, A., Belias, D., & Koustelios, A. (2014). Teacher’s job satisfaction and self-efficacy: A review. European Scientific Journal, 10(22).
Grayson, J. L., & Alvarez, H. K. (2008). School climate factors relating to teacher burnout: A mediator model. Teaching and Teacher Education, 24(5), 1349-1363.
Gu, M., & Benson, P. (2015). The formation of English teacher identities: A cross-cultural investigation. Language Teaching Research, 19(2), 187-206.
Habibi, N., & Ganjali, R. (2021). On the relation between Iranian EFL teachers’ sense of professional identity and their responsibility.
Iranian Journal of Applied Language Studies,
13(1), 67-76.
https://doi.org/10.22111/IJALS.2021.6199
Hai, P. T. T., Samsudin, M. A., Huy, N. H. D., Tri, N. Q., & An, N. N. (2023). Exploring the influences of teacher professional identity on teachers’ emotion among Vietnamese secondary school teachers.
Journal of Teacher Education for Sustainability,
25(2), 143-164.
https://doi.org/10.2478/jtes-2023-0010.
Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275-285.
Hartell, C. G., & Steyn, M. G. (2019). Challenges influencing the professional context of the foundation phase teachers in rural and township schools in South Africa. CICE (Center for the Study of International Cooperation in Education), 6, 175-195.
Hogg, M. A. (2001). Social identity theory: Constructive and critical advances. Personality and Social Psychology Review, 5(4), 320-344. doi:10.1207/S15327957PSPR0504_03
Johnson, K. E. (2006). The sociocultural turn and its challenges for second language teacher education.
TESOL Quarterly,
40(1), 235-257.
https://doi.org/10.2307/40264518
Karimi, M. N., & Mofidi, M. (2019). L2 teacher identity development: An activity theoretic perspective. System, 81, 122-134.
Kim, M. & Lee, M. (2021). The relationship between teachers’ professional identity and job satisfaction in South Korea. Teaching and Teacher Education, 101, 103384. doi:10.1016/j.tate.2021.103384
Klimenko, L., & Posukhova, O. (2018). Professional identity of school teachers in the context of socio-historical dynamics of Russian society.
International Journal of Educational Management,
32(5), 813–824.
https://doi.org/10.1108/IJEM-09-2017-0255
Lantolf, J. P., & Poehner, M. E. (2014). Sociocultural theory and the pedagogical imperative in L2 education: Vygotskian praxis and the research/practice divide. Routledge.
Lasky, S. (2005). A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. Teaching and Teacher Education, 21(8), 899-916. doi:10.1016/j.tate.2005.06.002
Lester, P. E. (1982). Teacher job satisfaction questionnaire. Educational and Psychological Measurement.
Martí-González, M., Alcalá-Ibañez, M. L., Castán-Esteban, J. L., Martín-Bielsa, L., & Gallardo, L. O. (2023). COVID-19 in school teachers: Job satisfaction and burnout through the job demands control model. Behavioral Sciences, 13(1), 76.
Martin, L., Hauret, L., & Fuhrer, C. (2022). Digitally transformed home office impacts on job satisfaction, job stress and job productivity. COVID-19 findings. Plos One, 17(3), e0265131.
Moser, K. M., Wei, T., & Brenner, D. (2021). Remote teaching during COVID-19: Implications from a national survey of language educators. System, 97, 102431.
Mueller, M. A. (2003). Teacher job satisfaction: A closer look. Education, 124(2), 323-328. doi:10.1093/edu/124.2.323
Ou, A. W., & Gu, M. M. (2023). Teacher professional identities and their impacts on translanguaging pedagogies in a STEM EMI classroom context in China: a nexus analysis. Language and Education, 38(1), 42–64. https://doi.org/10.1080/09500782.2023.2244915
Perrachione, B. A., Rosser, V. J., & Petersen, G. J. (2008). Why do they stay? Elementary teachers’ perceptions of job satisfaction and retention. Professional Educator, 32(2), 1-17.
Rahimi, M., & Zhang, L. J. (2015). Exploring non-native English-speaking teachers’ cognitions about corrective feedback in teaching English oral communication. System, 55, 111–122.
Richards, J. C., & Farrell, T. S. (2005). Professional development for language teachers: Strategies for teacher learning. Cambridge University Press.
Roch, C. H., & Montague, C. (2021). Teaching in the virtual world: Examining teachers’ job satisfaction and turnover. Social Science Quarterly, 102(6), 2795-2811.
Sachs, J. (2000). The activist professional. Journal of Educational Change, 1(1), 75-95. doi:10.1023/A:1009551210205
Samar, R. G., Kiany, G. R., Akbari, R., & Azimi, H. (2011). Institutional identity of teachers: A determinant of teacher efficacy. TELL, 5(2), 1–29.
Samsudin, M. A., Moen, M. C., Hai, P. T. T., Hagos Hailu, B., Hidayat, A., Ishida, Y., & Kyasanku, C. (2021). Indicators for the measurement of teachers’ professional identity across Asia and Africa: a Delphi study. Journal of Asian and African Studies, 56(8), 1834-1847.
Shahri, M. N. N. (2018). The development of teacher identity, emotions and practice: Before and after graduation from an MA TESOL program. System, 78, 91-103.
Simpson, J. (Ed.). (2011). The Routledge handbook of applied linguistics. Taylor & Francis.
Sinclair, C., Dowson, M., & McInerney, D. M. (2006). Motivations to teach: Psychometric perspectives across the first semester of teacher education. Teachers College Record, 108(6), 1132–1154.
Spector, P. E. (1997). Job satisfaction: Application, assessment, causes, and consequences (Vol. 3). Sage.
Spiteri, M., & Chang Rundgren, S. N. (2020). Literature review on the factors affecting primary teachers’ use of digital technology. Technology, Knowledge and Learning, 25(1), 115-128.
Smagorinsky, P., Cook, L. S., Moore, C., Jackson, A. Y., & Fry, P. G. (2004). Tensions in learning to teach: Accommodation and the development of a teaching identity. Journal of Teacher Education, 55(1), 8-24.
Tang, Y. (2020). It’s not only work and pay: The moderation role of teachers’ professional identity on their job satisfaction in rural China. Applied Research in Quality of Life, 15(4), 971–990.
Troesch, L. M., & Bauer, C. E. (2017). Second career teachers: Job satisfaction, job stress, and the role of self-efficacy. Teaching and Teacher Education, 67, 389-398.
Veldman, I., Van Tartwijk, J., Brekelmans, M., & Wubbels, T. (2013). Job satisfaction and teacher-student relationships across the teaching career: Four case studies. Teaching and Teacher Education, 32, 55-65.
Wu, J., Ghayas, S., Aziz, A., Adil, A., & Niazi, S. (2024). Relationship between teachers’ professional identity and career satisfaction among college teachers: role of career calling. Frontiers in Psychology, 15, 1348217.
Zhang, X.-M., & Chang, Y.-C. (2025). The relationship between professional identity and job satisfaction among teachers at newly established undergraduate institutions: The mediating role of work engagement.
Journal of Education and Learning, 14(2), 125-138. https://doi.org/
10.5539/jel.v14n2p125
Zhang, Y. & Yang, Y. (2021). Exploring the mediating effect of professional identity on the relationship between emotional labor and job satisfaction among Chinese teachers. Frontiers in Psychology, 12, 675475. doi:10.3389/fpsyg.2021.675475
)