Recognition in the EFL Profession: Teachers’ Needs and Professional Identity
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Abstract
Every individual seeks to be acknowledged for who they are, and EFL (English as a Foreign Language) teachers are no exception. This study investigates the recognition needs of Thai EFL teachers and how these needs influence their professional identity. Employing a mixed-methods approach, the study draws on data from two research instruments: a structured questionnaire responded to by 24 Thai EFL teachers and a mini portfolio survey completed by twelve Thai EFL teachers of the same group. A purposive sampling method was used to include participants from a selection of secondary schools in Thailand. Findings reveal that EFL teachers require various forms of recognition, both formal and informal, to reinforce and reshape their professional identities. Pearson correlation analysis indicates strong relationships between recognition and both professional identity (r = .62) and intrinsic motivation (r = .57), while extrinsic motivation proved less influential (r = .28). These insights underscore the essential role of intrinsic validation and professional acknowledgment in sustaining morale, enhancing motivation, and ultimately ensuring instructional quality in EFL contexts.
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