Conceptualizing Teacher Professional Identity in Tertiary Education

This study attempted to conceptualize Saudi EFL teacher’s professional identity and the vital role it plays in educational process. Mixed methods’ design was used answer four research questions using a questionnaire comprised of 14 elements three subsections: subject matter field (4 statements), didactical (6 pedagogical statements) semi-structured face-to-face interviews. The 491 randomly selected participants who agreed take part were aware constructs underlying formation their but exclusively confined these instructional experience. Future researchers should conduct more comprehensive studies cater for other that underpin context.