(LUẬN văn THẠC sĩ) EFL teacher professional identity construction the case of a non native novice teacher

The context of the research

In Vietnam, the growing emphasis on English language education reflects a societal shift towards global integration, prompting the Ministry of Education and Training to introduce English early in the curriculum Despite the rising demand for English teachers and their enhanced social status, socioeconomic challenges significantly impact their teaching practices Many public school teachers supplement their incomes by working part-time at private language centers, while societal perceptions favor native English speakers over nonnative teachers, placing additional pressure on Vietnamese educators Furthermore, English teacher training programs in public universities primarily focus on language skills and teaching methodologies, neglecting the emotional and practical challenges of transitioning into the teaching profession Although first-year mentoring exists, it is often viewed as a bureaucratic formality rather than a supportive learning experience, leaving new teachers to navigate their professional identity largely on their own.

In recent years, the socio-cultural approach to language teaching has gained popularity, leading to a transformative understanding of EFL teachers' roles (Varghese et al., 2005) Today, EFL teachers are recognized not just as isolated practitioners, but as social entities engaged in continuous interaction with the socio-cultural and sociopolitical dynamics of their communities of practice (Miller).

In 2009, Farrell highlighted that the interplay between socio-cultural influences and teachers' personal experiences, beliefs, and practical knowledge presents significant challenges for second language teachers in their professional development While these factors contribute to diversity and uniqueness in teaching, they complicate the process of establishing a solid professional identity.

Novice teachers experience a profound transformation in forming their professional identity, particularly during their first year of teaching They grapple with essential questions regarding their role in the educational narrative, such as their identity within the school environment and their relationships with students and administrators (Connelly & Clandinin, 1999) This period is often marked by conflicts, reality shocks, and anxieties, which are common challenges faced by new educators transitioning from students to teachers (Huberman, 1989; Vonk, 1993; Thomas & Beauchamp, 2011) As a result, many novice teachers struggle to find satisfactory answers to their identity questions, leaving them feeling overwhelmed and challenged (Thomas & Beauchamp, 2011).

Research on novice EFL teachers highlights the significant role of classroom practices in shaping their self-perception; however, it often overlooks the personal and contextual factors that also influence identity construction This indicates a need for a more comprehensive examination of the identity formation of beginning EFL teachers, considering the diverse factors that contribute to the development of their professional identity within specific contexts.

This study investigates the complex factors influencing the professional identity of novice EFL teachers in Vietnam, drawing from the author's personal experiences during their initial teaching year It aims to understand how these factors interact to shape and complicate teachers' identities Additionally, it seeks to fill the existing gap in literature regarding identity research for novice EFL teachers and to examine the current state of English teacher training and professional development in Vietnam.

- How is the novice EFL teacher‟s professional identity constructed?

- What factors contribute to the construction of novice EFL teachers' identities?

- How do these factors interact with each other in their identity construction process?

Given the research aims, the scope, methods and significance of the study are clarified in the following section

III Scope of the study

This study focuses on the professional identity construction of an EFL teacher and the various factors influencing this process As a single case study, it aims to provide insights without generalizing the findings to a broader context.

IV Methods and significance of the study

This study employs a qualitative approach, utilizing case study methodology to investigate the identity construction of a high school teacher in her first year Data was gathered through teaching journals and interviews, aiming to uncover the influences on her self-perception within her specific context The findings are anticipated to offer valuable insights into the processes of identity formation and reconstruction for English as a Foreign Language (EFL) teachers, particularly in relation to their working environment.

This section offers a concise overview of the study, outlining the research context and focus In the following section, I will delve deeper into the relevant theories and frameworks associated with this research.

This section is dedicated to the comprehensive development of the thesis, consisting of three key chapters: Chapter 1 (Literature Review), Chapter 2 (Methodology), and Chapter 3 (Findings) Each chapter plays a distinct role that significantly enhances the overall success of the thesis.

LITERATURE REVIEW

The concept of identity

Identity is a multifaceted concept that varies in definition across various fields, including psychology, sociology, anthropology, linguistics, political science, education, family studies, and public health Despite its complexity, the core process of understanding identity revolves around addressing fundamental questions about self-concept and belonging, as highlighted by Schwartz, Luyckx, and Vignoles (2011).

The question "Who are you?" encompasses significant complexity, as it pertains to both individual and collective identities Identity is shaped by self-perceptions and social interactions, reflecting how individuals view themselves and how they are perceived by others According to Tajfel and Turner (1986), identity involves not only personal self-definitions but also the roles individuals play within groups and societies Ultimately, one's identity is a blend of self-conception and external perception, highlighting the dynamic nature of how we define ourselves and are defined by others.

In the realm of social science, identity can be understood through three distinct levels: individual, relational, and collective identity (Sedikides & Brewer, 2001) Individual identity encompasses self-definitions that include personal goals, values, beliefs, self-esteem, and life narratives (MacDonald, 2000; Atkins, Hart, & Donnelly, 2005) This level emphasizes the individual's role in shaping their own identity Conversely, relational identity pertains to one's role within social contexts, highlighting how identities are influenced by relationships with family, groups, and society (Bamberg, 2004; Chen, Boucher, & Tapias, 2006) Lastly, collective identity revolves around social interactions and involves identification with social groups, including the beliefs and behaviors associated with group membership and the meanings derived from these identifications (Ashmore, Deaux, & McLaughlin-Volpe, 2004; Tajfel & Turner, 1986; Taylor, 1997) These dimensions illustrate the complex nature of identity as articulated by Vignoles, Schwartz, and Luyckx.

(2011), when assembled together, create the basis for an integrative definition of identity:

Identity is shaped by a combination of self-chosen and ascribed commitments, personal traits, and individual beliefs It encompasses the roles and relationships one has with significant others, as well as membership in various social groups and categories.

A person's identity is a complex concept that encompasses various elements such as commitments, characteristics, beliefs, roles, and positions, all of which are interconnected with their relationships within their social community.

This research utilizes a comprehensive and integrated definition of identity to investigate its content and processes in the subsequent sections.

The contents and processes of identity

Identity is a multifaceted concept shaped by various personal and social relationships Research in social science highlights the politics of identity, revealing several factors that influence how the self is constructed As Norton (2006) notes, there are multiple trajectories involved in this complex process of identity formation.

1.2.1 Identity as a socio-cultural construct

Tajfel and Turner’s (1986) social identity theory highlights the significance of social group membership in shaping individual identity, emphasizing the connection between individuals and society through institutions like families, schools, and workplaces Building on this, Norton (2006) integrated social identity with cultural identity, which encompasses self-definitions linked to ethnic group membership, including shared language, history, and lifestyles This perspective suggests that both social and cultural identities share common themes, positioning identity as a socioculturally constructed concept.

Identity, as highlighted by Norton, is dynamic and constantly evolving, influenced by the various stages of life and sociocultural contexts individuals encounter This fluidity results in a complex and multifaceted self-concept, often leading to contradictions and conflicts as individuals navigate different social environments Furthermore, understanding identity requires consideration of broader social processes and power relations, as it is socially and culturally constructed Notably, Norton's work with second language learners emphasizes the importance of classroom practices that allow students to voice their thoughts and beliefs, facilitating the formation and realization of their identities.

1.2.2 Identity and communities of practice

From a sociocultural perspective, group membership plays a crucial role in shaping self-perception Identity researchers, influenced by Lave and Wenger's (1991) concept of communities of practice, emphasize that these communities consist of individuals who share similar professional interests and expertise Through interaction within these communities, members exchange knowledge and experiences, fostering both personal and professional growth Participation in such communities significantly impacts individual development and self-perception (Wenger, 1998) Wenger further asserts that an individual's identity is expressed not only through self-reflection and external perceptions but also through daily lived experiences.

In this sense, membership in a community of practice is a representation of one‟s day-to-day identity, and thus contributes to the process of identity formation.

Teacher professional identity and the benefits of researching teacher identity

The construction of teacher identity is a multidisciplinary concept, extensively researched across various fields Predominantly viewed through a poststructuralist lens, teacher identity is defined as how educators perceive themselves in relation to their professional environments and broader societal contexts (Norton, 2005; Morgan, 2004; Varghese, 2006) Consequently, the process of constructing a professional identity for teachers is essential in understanding their roles and relationships within the educational landscape.

“making sense and interpretation of one‟s own values and experiences” (Flores &

According to Smith (1996), teacher identity evolves as educators navigate the balance between fostering connections with colleagues and maintaining their individuality This dynamic interplay contributes to the ongoing development of a teacher's self-concept.

“transformational, transformative, context-bound, and constructed, maintained and negotiated via language and discourse” (Varghese, Morgan, Johnson, & Johnston,

2005, p 180) Miller (2009), in reviewing a range of definitions of teacher identity, also pointed out that teacher identity is dynamic, contextualized, and is often a mix of “context, contradiction, and conflict” (p 174)

Teacher professional identity is essential to the teaching profession, serving as a foundational framework that helps educators shape their understanding of their roles, actions, and societal contributions (Sachs, 2005) This complex identity influences how teachers perceive themselves and their work, impacting their professional development and effectiveness in the classroom (Flores and Day).

(2006), a realization of professional identity contributes to teachers‟ self-efficacy, motivation, commitment and job satisfaction.

Professional identity construction of novice teachers

Novice teachers, as defined by Farrell (2009), are individuals who have recently completed their teacher education program and have just started their teaching careers in educational institutions Research indicates that these teachers encounter numerous concerns and challenges during their journey of learning to teach (Fuller & Brown).

The first year of teaching is often characterized by unpredictability and anxiety, as new educators work to develop their professional identities and understand their roles (Miller, 2009; Johnson, 2002).

Recent research has increasingly focused on the identity formation of preservice and novice EFL teachers, particularly in response to the challenges of their first year of teaching Liu and Fisher (2006) found that student teachers in a UK postgraduate program experienced significant growth in their teaching identity through practical experience, leading to enhanced classroom performance and improved relationships with students Similarly, Kanno and Stuart (2011) highlighted that a language teacher's identity develops through actual teaching practice and ongoing self-reflection Cooper and Olson (1996) emphasized that identity formation is a dynamic process shaped by self-evaluation and interactions with others.

Kelchtermans and Ballet (2002) conducted research on teacher induction and socialization, highlighting the diverse professional interests available to teachers Their findings categorize these interests, providing a robust conceptual framework to analyze and comprehend the multifaceted nature of the teaching profession.

Self-interests Issues of professional identity and its social recognition

Material interests Availability and access to teaching materials, funds, infrastructure, and structural time facilities

Organisational interests Issues concerning roles, positions or formal tasks in the school as an organisation

Cultural-ideological interests Normative values and ideals about „„good‟‟ teaching in the school

Social professional interests Issues on the quality of interpersonal relations within the school

Note Adapted from: The micropolitics of teacher induction A narrative-biographical study on teacher socialization, p.110, by Kelchtermans, G & Ballet, K., 2002, Teaching and Teacher Education, 18, 105–120

This research project focuses on how classroom practices shape the identities of novice teachers, highlighting the significance of personal, contextual, and social influences on their self-perception Although the collected data does not encompass all relevant factors, it can be categorized into three key professional interests: self-interests, material interests, and social-professional interests.

Self-interests

According to Kelchtermans and Ballet (2002), self-interests play a crucial role in shaping a novice teacher's personal interpretative framework These self-interests encompass the teacher's beliefs about their identity and capabilities, closely linked to self-esteem and task perception Such beliefs are vital for navigating job challenges and fostering professional growth When self-esteem and task perception are compromised, self-interests become increasingly important In these situations, novice teachers often engage in professional actions aimed at preserving their integrity, focusing on self-affirmation and managing feelings of vulnerability and visibility.

Self-affirmation for novice teachers primarily stems from two key sources: efficacy and social recognition Efficacy involves a teacher's ability to effectively perform their professional duties and achieve positive outcomes with students Meanwhile, social recognition is the validation of this efficacy by influential figures in their environment Together, these experiences significantly contribute to a novice teacher's self-esteem, reinforcing their professional identity and confidence in their teaching abilities.

Kelchtermans (2009) identifies vulnerability in teaching as a structural condition comprising three key elements Firstly, it arises when teachers cannot fully control their ideal work conditions Secondly, vulnerability is evident when teachers struggle to demonstrate that student outcomes directly reflect their teaching effectiveness Lastly, it occurs when teachers' decisions lack a solid foundation The presence of vulnerability is contingent upon the emergence of any one of these elements.

Visibility in the context of novice teachers involves how their performance is perceived by others based on observable actions To maintain a positive self-image, novice teachers often dedicate significant time and effort to their professional endeavors.

Material interests

Material interests refer to the accessibility of essential resources for teachers within a school setting, including facilities such as computer rooms, libraries, photocopiers, and overhead projectors According to Kelchtermans and Ballet (2002), the concept of material also encompasses the availability of time, highlighting its significance in the educational environment.

Social-professional interests

Social-professional interests refer to the interpersonal relationships in the school as an organization (Kelchtermans & Ballet, 2002) As Rots et al (2012) claimed,

“Social-professional relationships can be an essential source of recognition, but reversely also constitute potential threats to this self-esteem.” (p.6)

Chapter summary

This chapter examines the literature on teacher professional identity, focusing specifically on the identity formation of novice teachers, which informs the selection of theoretical frameworks for the study The research is grounded in Norton’s (2006) view of identity as a sociocultural construct and incorporates the professional interest categories identified by Kelchtermans and Ballet (2002) to enhance understanding of the research issue Additionally, the interplay between identity and other socially and culturally defined constructs, such as context and communities of practice (Wenger, 1998), is carefully considered.

In the following chapter, I will discuss the main research methodology and approach of the study.

METHODOLOGY

The research genre: Case Study

For the fulfillment of the stated purposes of the paper, I employed a qualitative research methodology in the form of a longitudinal small-scaled, in-depth single- case study

The choice of a longitudinal research method is justified by the time required to develop a teacher's professional identity This approach allows for a deeper examination of the evolving nature of identity over time Additionally, qualitative research aims to understand subjects' behaviors within their real-life contexts, which is essential for accurately constructing and reconstructing professional identity (Beijaard, D., Meijer, P., & Verloop, N.).

In research areas significantly influenced by contextual factors such as identity, employing a case study approach proves to be highly effective, as it investigates subjects within their real-life environments (Yin, 2003; Cohen et al., 2007) Case studies provide a comprehensive understanding of specific situations, offering a "thick description" of individuals' experiences, thoughts, and emotions (Geertz, 1973b; Cohen et al., 2007) According to Gall, Gall, and Borg (2003), case studies are the most commonly utilized method in qualitative educational research Merriam (1998) defines qualitative case studies based on the investigation process, the unit of analysis, or the final product, ultimately exploring one or multiple cases to gain deeper insights.

“over time through detailed, in-depth data collection involving multiple sources of information rich in context” (Creswell, 1998, p.61).

Method of inquiry

This study utilized narrative inquiry as its primary research method, focusing on the collection and interpretation of stories within the context of existing literature (Murray, 2009) Narrative inquiry effectively combines storytelling with research, using narratives as data or as a means for data analysis and presentation (Barkhuizen, 2013) The choice of this methodology is rooted in the unique characteristics of narrative inquiry and its relevance to identity research.

Narrative inquiry is particularly suited for exploring teacher identity, as teachers' lives are shaped by the stories they tell, which in turn compose their identities (Connelly & Clandinin, 1999) By focusing on these narratives, researchers can help teachers uncover hidden aspects of their self-concept Additionally, sharing personal stories enables teachers to make sense of their experiences and externalize their beliefs and emotions (Reis, 2011) Furthermore, since identity is context-specific and evolves over time, narrative research can reveal how identities are constructed and performed in various local contexts (Vasquez, 2011).

Narrative inquiry has emerged as a valuable investigative method in applied linguistics, particularly in understanding participants' thoughts and beliefs about identity, as highlighted by various studies (Kanno, 2003; Norton, 2000; Johnson & Golombek, 2002; Tsui, 2007; Park, 2012; Pavlenko, 2003; Reis, 2011) The September 2011 special issue of TESOL Quarterly focused on Narrative Research in TESOL, showcasing numerous articles that explore the role of narrative inquiry in recent TESOL studies This underscores the significant impact of storytelling in second language research However, as noted by Vasquez, narrative research in TESOL is still in its early stages of development.

In 2011, Barkhuizen highlighted the ample opportunities for TESOL researchers to contribute meaningfully to the field This research aims to adopt narrative inquiry as its primary approach, thereby enriching the broader narrative research landscape within TESOL By doing so, it seeks to amplify the voices of English language teachers and add to the expanding collection of professional stories in this domain.

Research setting

The research focused on a novice EFL teacher at Quoc Hoc High School in Hue, Vietnam, a nationally recognized institution known for its superior teaching facilities, staff, and student quality Students are primarily selected from Thua Thien Hue province and the central region, requiring them to pass a rigorous examination for admission Based on their interests and exam scores, these students can choose to enroll in specialized classes such as English, Math, Literature, Physics, and Chemistry.

In EFL learning and teaching, the English division consists of two sub-divisions: English-specialized and normal classes Teachers assigned to English-specialized classes do not instruct normal classes, and vice versa At the time of the research, the study participant, Mai, was exclusively teaching normal classes.

Participants

The participant for this study was selected from the specified research site using purposive sampling, a technique outlined by Patton (1990) that involves recruiting participants based on predetermined criteria In this research, the chosen participant meets three key criteria, with the primary qualification being her role as an English teacher and her proficiency in the language.

The research focuses on Mai, a female participant who has recently graduated from university and is embarking on her first year of teaching English as a foreign language Her involvement in the study was determined by her availability and willingness to participate, and for confidentiality purposes, a pseudonym is used to refer to her.

23 The teacher is chosen as she qualifies as a nonnative novice EFL teacher She graduated with a Bachelor‟s degree in English language teaching from Hue University of Foreign Languages in July 2014 and started her teaching career the following month.

The role of the researcher

As a researcher, I find a strong connection with the participant, sharing both professional and personal experiences Having been a novice teacher at the same school five years ago, I empathize with her challenges and relate to many of her stories This alignment echoes Park's (2012) assertion that one cannot separate themselves from the participant's experiences.

This research allowed me to reflect on my professional identity while exploring the participant's journey of reconstructing their own professional self.

Data collection methods and procedure

As part of the data collection process, the participant documented her teaching experiences through weekly journal entries, starting from the first week of the 2014-2015 school year and continuing until its conclusion, resulting in over thirty submissions to the researcher According to Connelly and Clandinin (1999), teachers' identities are shaped by the stories they tell, which serve as a means for them to understand their experiences and emotions (Reis, 2011) The participant focused on her journey as an EFL teacher, recounting significant experiences from her teaching career, with a minimum of ten entries encouraged She had the flexibility to submit her stories either electronically via email or handwritten, and she chose to write in Vietnamese to better express her thoughts This approach aimed to uncover personal, contextual, and socio-cultural factors influencing the construction of teachers' identities.

Johnson and Golombek (2002) proposed that foreign language teachers' verbalizations of their experiences can reveal insights into their professional identities To explore this, face-to-face semi-structured interviews were utilized as a secondary data source These interviews typically feature open-ended questions, enabling participants to elaborate on their thoughts and allowing researchers to delve into emerging themes (Barkhuizen, 2013).

After each semester, semi-structured interviews were conducted with the participant to achieve three main objectives: to clarify points made in her teaching stories, to explore additional factors influencing EFL teachers' professional identity development that were not evident in the written data, and to analyze how identity construction factors interact in the participant's journey of becoming an EFL teacher The interview questions were designed around these objectives, and the sessions were recorded for further analysis.

Data analysis procedure

The data collected in this research were analyzed following the theoretical framework of identity as discussed in chapter 2 The data were handled following the 3-step procedure

In the initial phase, journal entries were analyzed chronologically to create a cohesive narrative This process involved taking notes and assessing the journals, ultimately leading to a visual representation of Mai's evolution in professional identity as a teacher over time, despite some unclear internal aspects.

During the second stage of the research, the journals and interviews were thoroughly analyzed to identify common themes across different narratives These narratives were categorized according to the framework established by Kelchtermans and Ballet (2002) and subsequently shared with participants for validation of their accuracy Additionally, the distinct characteristics of each category were identified during this phase.

In the final stage of analysis, the identified categories and their attributes were examined through theoretical lenses, allowing for a comprehensive understanding of the participant's professional identity construction (Canh, 2013) The findings were presented narratively, primarily following a chronological structure, although interruptions from Mai's high school and student teaching memories required reorganization for clarity This chronological storytelling was crucial to vividly illustrate Mai’s identity growth over time After the narrative was validated by Mai for accuracy, key themes that emerged across the stories were identified These themes were not arbitrary; they were carefully selected based on literature review, particularly focusing on factors influencing identity construction, including personal background and contextual elements such as educational, cultural, and institutional settings.

As a principal rule, the findings were discussed and analyzed following the framework of Kelchtermans and Ballet (2002), with regard to the theories of Norton

The analyzed data is organized according to a specific framework, featuring journal entries denoted as E followed by a serial number (e.g., E1, E2) and interview data marked as I followed by the interview number (e.g., I.1, I.2).

Norton (2006) Wenger (1998) Examples of data

Identity is linked with classroom practice

Participation in communities of practice has notable impacts on individual development and one‟s perception of self

Mai struggles to establish teaching and learning conditions consistent with her task perception (E2, E17, E22, E30)

Mai struggles to gain access to school facilities (E8, E25)

Social- Power She does not professional interests (Social- cultural factors) relationship receive any professional help from her mentor (E7, E12, E26)

Chapter Summary

This chapter outlines the primary methodology of the study, detailing the research approach and the procedures for data collection and analysis It utilizes a qualitative, small-scale, in-depth single case study design, relying on narratives and interviews as the primary data collection instruments Data analysis follows the framework established by Kelchtermans and Ballet (2002) The study's findings are presented in the subsequent chapter four.

FINDINGS

Self-interests

A novice teacher's self-interests encompass their beliefs about their teaching abilities, closely tied to self-esteem and task perception Professional actions focus on self-affirmation while managing feelings of vulnerability and visibility (Kelchtermans & Ballet, 2002) This section highlights insights from Mai's experiences, illustrating how her professional identity was validated through various sources.

Mai's insights emphasized that, through her teacher education, she recognized the importance of inspiration in student learning She believed that students could only thrive if they were motivated to engage with one another Consequently, she felt it was the teacher's responsibility to cultivate an environment that encouraged active participation in classroom activities Her blog entries clearly reflected this understanding.

Students often experience boredom when they passively listen to teachers explaining content that closely mirrors their textbooks To combat this, it is essential for educators to inspire and engage students actively By fostering a dynamic learning environment, teachers can create favorable conditions that enhance student interest and participation.

[students] could do their best An English lesson never happens in silence with individual work only except in exams (E1)

[…] the main role of a teacher is to create a relaxing atmosphere to involve them actively (E17)

It is obvious that the two major principles that guided her professional actions include student inspiration and active interaction

3.1.2 Attempts to establish desirable work conditions congruent with task perception

Mai actively sought opportunities to enhance teaching and learning conditions aligned with her task perception Her narrative revealed four significant incidents where she effectively applied instructional techniques to foster an engaging learning environment Notably, in the second week of the school year, she implemented a discussion activity to promote group work, aiming to counteract the monotony of the grammar section in the textbook Mai regarded this initiative as the most successful activity she had conducted thus far.

After a warm-up session, I organized the class into four groups to discuss activities from the textbook Each group's reporter presented their answers, focusing solely on the teacher's questions while allowing for clarification through peer inquiries I played the role of an advisor, and I was pleasantly surprised by the students' active participation and clarity in their responses, eliminating the need for further explanation This group work not only inspired students but also fostered a sense of competition that motivated them Engaging in discussions with peers boosted their confidence, and receiving applause or praise during their presentations led to a satisfying sense of accomplishment.

Toward the end of the first semester, Mai organized an engaging group work activity that combined singing, guitar-playing, games, and role play to enhance student learning Participants actively engaged in the activities, speaking English in a fun and interactive environment Additionally, students prepared and presented talks on environmental protection, a key topic in the secondary school English syllabus Overall, the experience had positive effects on students, although the impact varied across different classes.

Grade 10 students demonstrated greater interest and less shyness compared to their grade 11 peers, likely due to the absence of passive habits that have developed in the older students Additionally, some classes showcased remarkably creative ideas that were quite impressive.

Grade 10 students, who are part of the gifted class, tend to express their ideas more clearly and naturally compared to their grade 11 counterparts This clarity is attributed to their naivety and straightforwardness, which contrasts with the more complex communication styles often seen in grade 11 students.

Mai enhanced her principles of student inspiration and active involvement by adapting the existing textbook materials In the latter half of the school year, she identified several shortcomings in the secondary English textbook that hindered the learning and teaching process These included unengaging content, a lack of diverse activities, and tasks that were overly simplistic Notably, she found the grammar section to be the most problematic.

Many students find grammar sections unengaging and ineffective, as they often memorize rules without understanding their practical application This rote learning leads to mechanical use of grammatical structures, diminishing their ability to use these concepts in real-life situations Consequently, random exercises in textbooks fail to enhance their comprehension and application of grammar.

The blog entries highlighted her belief that textbooks must align with students' English proficiency levels and that tasks should be authentic and engaging Driven by this conviction, she sought innovative teaching methods and adaptable materials For instance, she utilized insights from an article on simplifying the explanation of relative pronoun omission, and she tailored a lesson from another textbook to better fit her students' needs As a result, her students demonstrated increased interest, which in turn inspired her teaching approach.

Mai aimed to go beyond traditional teaching methods by selecting a movie with English subtitles at the end of the school year, recognizing her students' lack of motivation This approach captivated their interest and ensured they remained engaged and quiet during the activity, avoiding distractions like games Her goal was not only to maintain their attention but also to encourage them to express their emotions in English, highlighting the importance of emotional expression in language learning.

I think this is a good way and will apply to normal classes so that students can have a chance to listen to English and write about their emotional reactions (E30)

Throughout the school year, Mai's approach evolved significantly; she transitioned from strictly adhering to textbook guidelines at the beginning, to actively borrowing and adapting ideas mid-year, and ultimately to replacing existing materials with alternative resources by the end of the year.

In short, all the incidents showed that Mai relied on the self-evaluation of her professional actions and also on positive responses from her students, not from

“significant others” for the experience of her self-efficacy

Mai's diary reveals that her sense of social acknowledgment stemmed from a reunion with former and current students who had recently returned from a national Olympic Competition for the gifted Their arrival, adorned with numerous medals, highlighted the esteemed reputation of her school This event was pivotal for Mai, as it evoked a range of positive emotions, particularly a profound sense of pride in the accomplishments of the gifted students.

Quoc Hoc high school once again confirmed its reputation thanks to generations of excellent students As a teacher at this school, I am very proud to teach such excellent students (E24)

The second emotion she felt was happiness:

I am very moved to receive a gift, which is small but significant upon their returning home (E24)

The third emotion she was well aware of was inspiration:

I feel the warm relation between teachers and students and feel inspired to make more efforts (E24)

And the final emotion she realized through reflection was job satisfaction:

Though teaching is a hard job, it is rewarding whenever students are successful

On November 20th, Mai celebrated National Teachers' Day for the first time, not as a student but as a teacher, which filled her with a profound sense of happiness and positive emotions.

There has been a great event this week This is the first Teacher‟s Day

November 20 I have experienced in a different position from before Having received many flowers and gifts and wishes from students and friends and colleagues, I feel very happy (E6)

Material interests

This part presents the data from Mai‟s narrative accounts about how she coped with access to school facilities, teaching materials and time

Despite the modern instructional facilities available at her school, including an Interactive White Board, she struggled to access these resources Near the end of the first semester, she faced significant challenges in reserving subject-specific rooms equipped with the necessary facilities to enhance her teaching.

I find myself waiting in line to register for the subject room, as every teacher must incorporate two periods of IT into their lessons This requirement is not due to a lack of time to complete my electronic plan; rather, it stems from my frustration with the competition for access to the subject room.

The main reason for her struggle with access to the room was the availability of very few rooms for use:

All the subject rooms are being repaired so there are only 4 rooms left for all the teachers (E8)

In addition, the shortage of well-equipped subject rooms continued until the second semester

All rooms are equipped with computers and projectors; however, these resources have not yet been utilized, resulting in a continued shortage of technical facilities this year.

Apart from very few rooms available for use, there was a complicated procedure for reservation of such a room:

The complicated procedure for reserving this room, which involves filling out a form, submitting it for deputy approval, and requesting the keys, contributes to its infrequent use.

The second challenge she faced was her unfamiliarity with the equipment in the room, coupled with the large size of the space, which negatively impacted her vocal delivery during the second lesson observation.

Because I am not used to using it, I couldn‟t use the special pen and the smart board although I had tried them before In addition, the room was too large while my class was usually in a room which accommodated about 28 students I felt that my voice wasn‟t loud enough for all students It was clear that I was not used to the environment here (E25)

Mai faced challenges accessing school facilities, leading to discomfort that she openly discussed with colleagues who shared her sentiments However, there is no clear evidence indicating whether she was able to overcome these difficulties in the future.

Seeking materials for test designing and lesson planning was a challenge for her It was because of her students‟ good levels of proficiency As she explained:

The reason is that students in my school are very good and hard-working because they have been exposed to many different materials such as workbooks, reference books (E7)

Therefore, she would want to make the existing materials relevant to the students

To effectively classify students into appropriate streams, it is essential to develop challenging questions that align with the syllabus Additionally, creating varied test versions tailored for different classes will enhance assessment accuracy and fairness.

This high expectation meant a time pressure on her: “Normally a 45-minute test costs me more time and effort than I have thought before.” (E7)

Similarly, seeking for enough materials costs her a considerable amount of time and effort, especially for a proper review lesson:

Reviewing student work is a challenging aspect of teaching, as it often requires more than simply assigning exercises from textbooks or online resources While these materials can be helpful, they are rarely comprehensive or fully aligned with students' needs Therefore, I find it essential to curate exercises from various sources to effectively reinforce students' understanding and knowledge.

It is clear that the deficiency of reference materials created more pressure on her and also made the time demand become more critical

The feeling of insufficient time seemed to haunt Mai, especially the first half of her first year

Monday, Tuesday, Wednesday, Thursday, Friday and Saturday and then

Sunday Busy work gives me a feeling that time passes quickly 24 hours a day and 7 days a week seems insufficient to me to accomplish all the work

I am overwhelmed with work Previously when I was a student, time seemed to pass very slowly but now it does very rapidly (E8)

Toward the end of the first semester, she began to realize that time pressures seemed to affect the quality of her lesson:

The lesson preparation often falls short due to time constraints, leading to a lack of engaging content in the textbook Many questions in the reading section are overly simplistic, failing to motivate students to participate However, when I introduce more challenging questions, I notice a significant increase in student engagement and activity.

However, this is not frequently done (E9)

She then identified two major reasons for time demand First, induction was a hard time As she explicated,

The probationary period can be challenging for novice teachers, as they encounter new lessons that require them to familiarize themselves with, understand, and evaluate effectively in order to maximize their teaching potential.

Second, it was her participation in the school activities that deprived her of much time As she described:

In addition to my teaching responsibilities, I actively engage in various Trade Union activities, including evening dance classes, supporting variety shows, and attending all-day IWB training sessions on Sundays, alongside teaching at an evening language center Overall, the time I can dedicate to professional development is quite limited.

She anticipated that time pressures would be likely to continue through the second semester

Moreover, in the second semester, the number of teaching periods increases to18 per week It is going to be tense (E9)

Because of these, she reported experiencing the absence of mind and disturbances in her daily life

Sometimes I have found myself absent-minded In addition, I fail to arrange time and work properly What a mess! When the time for exams comes, I usually rush from my house at 12.15 to the photocopier where I have my exam papers photocopied in time for the class at 12.45 For many times, I have no time for a meal (E12)

However, she began to blame herself on that:

I desire to change, yet I struggle with ingrained habits that are hard to break The process of setting questions and grading papers takes longer than anticipated, leading me to question whether my slow pace is due to my work style or my unfamiliarity with the environment I find it challenging to organize tasks efficiently, which adds to my frustration.

Mai faced significant challenges in her quest to be recognized as an effective teacher, grappling with limited access to school facilities, instructional materials, and time constraints Ironically, her efforts to enhance her self-image as a competent educator made her feel increasingly vulnerable Additionally, her interactions and relationships within the school environment played a crucial role in shaping her identity.

Social-professional relationships

Data from Mai‟s stories showed how she dealt with relationships with school mentors, colleagues and leaders

3.3.1 Social professional relationships with mentors

Mai's career experiences highlight a significant absence of mentorship and support, leaving her uninformed about crucial school-related information For instance, she unexpectedly discovered midway through the first semester that an inspection of teachers' portfolios was scheduled, which caused her considerable anxiety.

I am concerned about the inspection of a teacher‟s file, which consists of tons of books, the names of which I can‟t remember, let alone completing them (E7)

However, what made her frustrated was that she got the information only by chance, through one of her colleagues:

But what makes me more upset is that nobody warns me about the inspection, which I know accidentally by a colleague of mine who asks me about it (E7)

Mai expressed her lack of knowledge regarding her mentor, including any guidance or support received from them She only had limited and unclear information about the financial assistance provided by the school for mentors.

Probationary teachers at my school, including myself, are assigned mentors, although we are unaware of who they are, leading to confusion and uncertainty Many of us are in the dark about whom to approach for guidance and what questions to ask, which raises concerns about our preparedness for unexpected inspections It is frustrating to feel neglected while some teachers receive additional financial support for their mentoring roles, leaving us feeling unsupported in our development.

Receiving no guidance, Mai knew nothing about important school rules and regulations She became especially passive in getting to know how school operated:

This week, I realized my lack of awareness regarding the assessment requirements, which include conducting three 15-minute tests and one oral test I was under the impression that there were only three marks with equal weight, and I regret not seeking clarification from others.

More importantly, what she expected most from her mentor was feedback about her observed lessons However, the mentor‟s feedback was something she had never received As she complained:

As an apprentice teacher, I eagerly await feedback from my experienced colleagues after my class was observed by the head of the English division However, despite my anticipation, I have encountered an unsettling silence regarding their comments It seems that my request for guidance has gone unnoticed, leaving me feeling frustrated and uncertain about my performance.

She then discovered that this was a common practice only in the English division, not in other divisions:

I inquired with a colleague who is two years my senior about the feedback process in our division She mentioned that it is typical for our team, while other divisions provide timely feedback This situation leaves me puzzled Additionally, I feel envious of my colleagues in the biology division, where the head of their department offers excellent support and guidance.

By the end of the school year, she reflected on her experience and realized the importance of self-reliance, noting in Entry 26, “Until now, I haven’t received any professional help from my mentor.” This insight highlighted her journey of independence throughout her induction into the school.

Mai refrained from asking her mentor for guidance due to the power dynamics she perceived in her new environment As a newcomer unfamiliar with the school's culture and the division's structure, she lacked clarity about her mentor's identity and felt hesitant to approach the head of the division Mai expressed her concern about making a negative impression on her boss, fearing that it could adversely affect her reputation early in her career.

3.3.2 Social professional relationships with colleagues

Before she entered the school, she had been warned about the complications of the internal relationships with colleagues by one of her relatives who had been an experienced teacher:

Previously I was told much about complicated and bad relationships with colleagues, even in educational contexts My aunt, an upper-secondary teacher, complained about problems and unpleasant things by colleagues

Personal conflicts, selfishness, and jealousy often lead to colleagues playing tricks on one another Prior to my arrival at the school, I received a cautionary warning about being wary of relationships with coworkers, emphasizing the importance of not fully trusting anyone in the workplace.

When she gained a teaching position there, the image of the local school colleagues was so different from what she has been told that she found herself fortunate “Now

I am lucky because I have willing colleagues who are ready to help from the first days when I am here in this school.”

The nature of workplace relationships is influenced by age, as Mai categorized her colleagues into two groups: young and senior teachers She discovered that establishing connections with younger teachers was more straightforward compared to their senior counterparts In interviews conducted at the end of each semester, Mai openly shared her experiences regarding these dynamics.

Navigating relationships with older colleagues, particularly those who were once my teachers, presents unique challenges that require a high level of respect and consideration Given the age difference, I find it difficult to express dissatisfaction directly; instead, I strive to communicate my concerns gently When my mentor does not provide detailed guidance, I tactfully request more information without being pushy, and at times, I seek assistance from other teachers to ensure I receive the support I need.

In the English division, I feel a noticeable distance from my older colleagues, which makes it challenging to seek their assistance Whenever I have questions, they seem too busy to help, leaving me hesitant to ask for their valuable experience.

Young teachers foster a supportive and friendly environment, making it easy to seek help and guidance from them Their enthusiasm and willingness to assist create a more comfortable atmosphere compared to approaching higher-ups, such as the head of division, for inquiries related to school procedures or issues This camaraderie among young teachers enhances collaboration and strengthens professional relationships.

Mai prioritized strengthening her connections with younger colleagues over those with senior staff, describing her relationships with them as particularly close and intimate.

Although I am a teacher now, I feel as if I am a student because my colleague is always beside me to remind me of going to a meeting, or filling the teaching record book or going to observe a class whenever I forget about either of these They are T ,who teaches chemistry, D, who teaches biology and who joined the school staff at the same time as I did, Th., who teaches Civil Education, L, who teaches physics, etc all are close colleagues Although they are still young, I consider them as my elder brothers (E10)

These young teachers, as she thought, played an important role in her induction into the school:

Chapter summary

This chapter outlines the research findings by detailing and categorizing the events and incidents experienced by the participant throughout the school year, utilizing the framework established by Kelchtermans and Ballet (2002).

The findings from chapter 3 were categorized into three main areas: self-interests, material interests, and social-professional relationships The self-interests category encompasses Mai's beliefs about her role as a teacher, including her task perception, efforts to create favorable work conditions, the need for social recognition, and her strategies for managing vulnerability in class instruction and management The material interests category is divided into three subcategories: access to school facilities, the search for instructional materials, and time demands Lastly, the social-professional relationships category highlights the importance of connections within the educational environment.

I categorized the data into three types: relationships with mentors, colleagues, and leaders This structured approach allows for a clearer understanding and analysis, facilitating the process of addressing the research questions effectively.

In this section, I will thoroughly examine the findings in relation to the theories presented in Chapter 1, aiming to uncover how Mai shapes her identity Additionally, I will identify the factors that influence the development of her professional identity as a teacher and explore the interplay between these factors.

This section summarizes the key components of the research, highlighting the main findings and drawing pertinent conclusions It also addresses the implications of the study while outlining its limitations and offering recommendations for future research.

Summary of the research

This study aims to explore the diverse factors that shape the professional identity of novice English as a Foreign Language (EFL) teachers and to examine the interactions among these factors that influence and complicate the development of their professional identity.

This dissertation is structured into three key sections Part A introduces the study by outlining the global and local context of the research issue and defining the research focus Part B comprises the core content, featuring three chapters: Chapter 1 explores the concepts of identity and teacher professional identity, reviews relevant theories, and examines empirical research on EFL language teachers' professional identity; Chapter 2 details the research design, including the setting, participants, data collection methods, and analysis techniques; Chapter 3 presents the findings derived from a comprehensive analysis of the data Finally, Part C discusses the implications of the findings, acknowledges the study's limitations, and offers suggestions for future research directions.

Discussion of the key findings

II.1 Summary of key findings

Teachers' professional identity construction is a complex process influenced by personal, contextual, and cultural factors Mai exemplifies this by striving to present herself as an effective teacher through diverse instructional techniques that foster positive teaching and learning environments She utilized various strategies, such as discussion activities, role play, and multimedia resources, to navigate the challenges she faced in classroom instruction and management To uphold her beliefs and protect her professional interests, Mai employed a mix of compensation and confrontation strategies Despite the pressures of time constraints, limited access to school resources, and the emotional toll of diminished confidence and stress, she consistently aimed to project the image of a competent teacher to her students and colleagues Key factors contributing to her success included her personal efforts, the higher proficiency levels of her students, and the cultural traditions of the school Ultimately, Mai's professional identity is shaped through self-reflection, as revealed in her narrative and interviews.

II.2 Factors that contribute to identity construction and the interaction between these factors

The analysis of novice EFL teachers' narratives reveals multiple factors influencing their identity construction, which can be understood through established theoretical frameworks These include Kelchtermans and Ballet’s (2002) model of teacher professional development, Norton’s (2006) view of identity as a sociocultural construct, and the interplay between identity and other socially defined elements such as context and power dynamics Additionally, Wenger’s theories further illuminate these relationships.

In the context of identity formation, the interconnectedness of various factors is crucial, as they cannot be viewed in isolation To effectively analyze and discuss the data, I integrate these factors to explore their relationships and impact on the development of community practices.

II.2.1 Personal and contextual factors: Striving for self-affirmation and dealing with vulnerability and visibility

Mai faced challenges in creating teaching and learning conditions that aligned with her perception of her role, reflecting her desire for self-affirmation and self-efficacy (Kelchtermans and Ballet, 2002) The incidents discussed in section 3.1.2 reveal two key aspects of her experiences: first, the instructional techniques she implemented were aligned with her task perception; second, she found satisfaction in successfully applying certain instructional activities and in motivating her students to engage in English These experiences directly contributed to her sense of self-efficacy, enhancing her self-esteem and reinforcing her identity as a competent teacher.

The positive emotions highlighted in section 3.1.3 (Social Recognition) were crucial for Mai, as they fostered meaningful connections with her students, which is vital for a novice teacher Her acceptance of gifts symbolized her genuine acceptance by the students rather than materialistic value While the success of her students was not solely attributable to her efforts, these experiences evoked positive emotions and a strong sense of belonging, enhancing her self-esteem and job motivation Ultimately, this affirmed her identity as a teacher (Rots, Kelchtermans, and Aeltermans, 2012).

In addressing vulnerability, Mai developed a different identity as an educator During her initial experience with a textbook-based instructional approach, she felt insecure about implementing interactive methods due to her lack of confidence and understanding of her students' knowledge Likewise, in a subsequent situation where she reverted to a traditional, non-communicative teaching style, she realized that altering the established norms was unfeasible.

In the incident of entering marks, Mai adhered strictly to the school's established rules for recording student grades Throughout these situations, she was compelled to adopt a conservative and submissive approach However, when faced with students' disruptive behavior, Mai recognized their signs of fear and opted for a confrontational strategy to address the issue effectively.

Mai's experience in managing three key incidents—observational lessons, substitute teaching, and addressing student inquiries—highlights the connection between visibility and vulnerability in teaching As noted by Kelchtermans and Ballet (2002), a teacher's heightened visibility can lead to increased vulnerability in the classroom.

Institutional factors, including school facilities, instructional materials, and time constraints, significantly influenced Mai's professional identity development during her first year.

In conclusion, Mai's professional identity as a competent teacher was shaped by various personal and contextual factors, driving her pursuit of self-affirmation and enabling her to employ diverse strategies to navigate different classroom situations (Norton, 2006).

II.2.2 Social-cultural factors: Power relationships and communities of practice

According to Norton (2006), identity is shaped by broader social processes influenced by power dynamics, where unequal power relationships can lead to marginalization (Tsui, 2007) During the camp, Mai found herself in a subordinate position in her interactions with mentors, senior teachers, and her form teacher, who were all older and more experienced As a novice teacher, Mai struggled to build meaningful connections with her mentor and felt a sense of powerlessness in her relationships with colleagues and leaders.

The participant highlighted that interactions with fellow teachers and students significantly enhanced her job satisfaction, particularly valuing the supportive relationships with younger colleagues who assisted her in both teaching and non-teaching roles Wenger (1998) emphasizes that such active engagement in a community of practice greatly influences a teacher's professional development and self-perception.

Sociocultural factors significantly influenced the participant's behaviors, playing a crucial role in her choices to engage in or withdraw from community activities For example, during the camp, Mai experienced feelings of alienation and helplessness within her class community, which affected her involvement Additionally, she opted to participate only in activities she deemed relevant, reflecting her selective engagement based on her perceptions of the community and its leaders.

As was noted by Wenger (1998), the community‟s recognition of one‟s competence was an essential source of identity construction It is clear that for Mai, students, not

The support of significant others was crucial for her self-affirmation as a competent teacher Positive responses from her students validated her instructional methods, reinforcing her professional identity Additionally, the emotions of happiness, commitment, and pride derived from her relationships with students significantly contributed to her professional growth.

The analysis of the study's findings reveals that the construction of teachers' professional identity is a complex process influenced by various interrelated factors, including personal, contextual, and socio-cultural elements These interconnected factors make it challenging to separate their individual impacts.

Pedagogical implications

The study highlights significant implications for teacher training institutions, schools, and novice teachers, particularly through Mai's challenging identity formation process It reveals that Mai was inadequately prepared for the realities of her role, underscoring the need for enhanced training Additionally, the personal, contextual, and socio-cultural factors influencing her identity formation emphasize the importance of addressing these elements in teacher education programs to better equip future educators.

III.1 For teacher training institution

When training student teachers, it is essential for educators to consider the future teachers' community of practice, as teacher identity is primarily shaped through practical teaching experiences and interactions with fellow educators (Tavakoli, 2015) Providing prospective teachers with a clear understanding of their future workplace, including insights into the cultural backgrounds of potential students, is crucial Additionally, creating opportunities for novice teachers to engage with the real community of practice can help them mitigate anxiety and avoid "reality shocks" associated with their transition into the teaching profession (Veenman, 1984).

Promoting mutual engagement and understanding between beginner teachers and school management is essential for fostering a supportive environment (Liu & Xu, 2011) School administrators should actively encourage new teachers to participate in various activities and join professional communities Although feelings of inferiority may arise due to power dynamics, cultivating an open and discussable atmosphere can help alleviate negative emotions like shame and stress This approach not only supports new educators but also creates valuable opportunities for them to learn from their more experienced colleagues.

Teacher educators and school administrators have defined responsibilities, but the core of the discussion revolves around teachers' self-perception and actions It is crucial for teachers to actively participate in shaping their own professional identity According to Sfard and Prusak (2005), individuals are active agents who significantly influence social dynamics and personal endeavors Personal factors play a vital role in constructing identity, and novice teachers are encouraged to set clear goals and understand their potential responsibilities in the educational landscape.

Limitations and recommendation for further research

An inevitable fact is that this study has its limitations These limitations, by all means, create opportunities for future research

Selecting only one participant for research poses significant risks, as this individual may withdraw at any time, jeopardizing the data collection process and study outcomes Initially, my supervisor recommended including multiple participants to enhance data reliability However, I faced challenges convincing additional teachers to join due to the lengthy nature of the research and their reluctance to share private journals, despite assurances of confidentiality For a more robust and comprehensive study, future research should prioritize the inclusion of multiple participants.

The significant distance between the cities of the participant and researcher hindered direct observations of the teacher within her professional community This limitation suggests that future research on teacher professional identity should include opportunities for observing participants in their actual work environments and gathering insights from their colleagues and leaders.

The concept of identity, particularly in novice teachers, is dynamic and continues to evolve beyond the initial year of teaching A study duration of nine months may be inadequate to capture this ongoing transformation Therefore, a longitudinal approach is essential to thoroughly examine how professional identity develops over time Extended research periods, especially during the critical early years of a teaching career, are necessary to gain deeper insights into these changes.

Concluding message

Last, but not least, with the findings in my study, I hope to contribute some insights into the professional identity construction for novice teachers

Also, I would like to quote this saying as a concluding message: “Good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher” (Palmer, 2007, p 10)

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APPENDIX A Sampled journal entry transcript

During the second week of teaching, I conducted a class with 10T, where I implemented group activities to enhance student engagement After a warm-up session, I divided the students into four groups to discuss textbook activities Each group presented their answers, allowing for questions from peers to clarify any uncertainties, while I took on the role of an advisor I was pleasantly surprised by their active participation and clarity in responses, which eliminated the need for further explanations from me This group work not only inspired the students but also fostered healthy competition, boosting their confidence as they engaged with their peers The positive feedback from applause and praise made them feel accomplished, proving that this collaborative approach was highly effective in teaching Grammar, a subject often perceived as dull.

Last Thursday, I experienced contrasting emotions while teaching the crowded class 10N, where students from different backgrounds gathered to learn Japanese as a second language alongside French and English Initially, attendance was low due to a storm, but this week, nearly all 50 students were present The informal setting lacked a class monitor, lesson records, and a seating plan, resulting in groups of 5 to 7 students engaging in private conversations Despite my reminders to focus on the lesson, noise levels surged again, and when I prompted students to answer questions, they hesitated to raise their hands, influenced by the presence of peers from other classes Even when I called on individuals to respond, the relief among others led to renewed chatter I found myself repeatedly addressing the need for discipline throughout the three consecutive lessons, marking this as a challenging teaching experience.

Teaching a chaotic class left me feeling overwhelmed, as my voice was drowned out by noise To encourage better behavior, I'm considering implementing a system of bonus marks for correct or creative answers, while deducting marks for private conversations Specifically, students can earn up to 10 bonus marks, which would translate to a perfect score, but if they accumulate 2 minus marks, they will lose 1 mark from their 15-minute test score I plan to test this approach next week to see if it improves the classroom environment.

APPENDIX B Sampled interview questions Name: I.1

Interviewer: Phuong Interviewee: Mai (pseudo name)

1 What have happened in this semester that make you feel happy?

- In areas of teaching and other work

- In areas of your relationships with other colleagues, leaders, students, their parents

2 Why do you think these positive events have happened?

3 How do you think these positive events affect you?

- In terms of your personal growth

- In terms of your teaching and extracurricular work

- In terms of your relations with other people in your school

4 What have happened in this semester that make you feel unhappy?

5 Why do you think these negative events have happened?

6 Have you attempted to do anything to deal with negative events?

- Why have you decided to do so?

- Have you noticed whether they are effective or not?

- Have you noticed why some have been successful while others have not?

APPENDIX C Sampled interview transcript Name: I.1

Interviewer: Phuong Interviewee: Mai (pseudo name)

Phuong: I want to say thank you for giving a lot of time on your journal as well as this interview

Phuong begins the discussion by introducing a series of questions sent via email, aimed at guiding the conversation The first question posed is, "What events this semester have brought you happiness?"

Mai expresses her happiness in teaching, reflecting on a successful semester with her students Despite initial challenges, her lessons progressed smoothly, leading to positive outcomes by the semester's end Although she faced various problems in other areas of work, she is relieved that she avoided making significant mistakes.

Phuong: What about your relationship with other colleagues, leaders, students and their parents? Is there anything that makes you happy?

Mai reflects positively on her relationships with young colleagues, striving to build rapport with senior staff Although she has limited interaction with leaders, she demonstrates respect by dedicating herself to her assignments Her students are engaging and share personal stories, often seeking her advice Additionally, as she is not a form teacher, she does not interact with students' parents.

Phuong: Why do you think these positive events have happened?

Mai attributes her positive experiences to her dedication to achieving the best results and her fortunate position as a teacher at Quoc Hoc High School, renowned for its strong traditions and diligent students.

Phuong: How do you think these positive events affect you?

Mai reflects on her role as a teacher, emphasizing the pride she feels in her position at the school She acknowledges the valuable lessons learned from both her experiences and her colleagues The acceptance she receives from her peers and students reinforces her identity and commitment as an English teacher.

Phuong: Ok, the next question is “What have happened in this semester that make you feel unhappy?”

Mai: Because this is the first period in my teaching life, I have to deal with a lot of challenges For example, when my lesson was observed by my former teachers,

I often struggle to feel relaxed in my teaching role, especially when my former teachers, who know me well, are present Their familiarity makes me less confident and motivated to assert my competence as an educator Additionally, I frequently feel overwhelmed by the lack of time to balance my teaching responsibilities and other tasks The stress I experience from meeting multiple deadlines is more intense than the stress I faced as a student.

Phuong: What about the negative things in the relationship with other colleagues and leaders?

Navigating relationships with colleagues, especially when they are significantly older, can be challenging As a younger teacher, I find it essential to approach interactions with respect and consideration, particularly since many of my colleagues are former teachers and even older than my parents When I encounter dissatisfaction, I prefer to express my concerns softly rather than directly Additionally, if my mentor's guidance lacks detail compared to others, I make sure to request clarification in a gentle manner.