Libyan (EFL) Teachers’ Perceptions of their Academic Identity: Teachers’ Academic Identity Beyond Profession

Abstract

This study investigates the perceptions of staff-members regarding their academic identity. It also explores how EFL teachers engage in academic activities to meet the educational standards established by their institutions. To achieve the objectives of this study, a pure qualitative approach was utilized. Seven semi-structured interviews were conducted with teachers selected from the faculty of languages to gather the data required. Analyzing the data indicated that all the research participants held varying perceptions of their identity; revealing an ambiguous understanding of their academic identity. The findings also highlighted that the distinction between the demands of research and teaching is not clearly defined. There exists no definitive boundary between academic identity and academic competence, despite the presence of different academic ranks and diverse teaching experiences. Furthermore, it was noted that staff members tend to engage selectively in academic activities instead of participating evenly across all areas. It is recommended that staff members should focus on research performance and publication, and regularly update their competencies and teaching practices. They have to participate more actively in workshops, seminars, and conferences to adhere to academic standards of professional and academic identity.