An Investigation of the Relational Aspects of L2 Teacher Pride in the Turkish Context: A Retrodictive Qualitative Modeling Approach

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Kırmızı Ö., Irgatoğlu A., Sengul M.

International Journal of Applied Linguistics (United Kingdom), vol.35, no.4, pp.1912-1926, 2025 (AHCI, SSCI, Scopus) identifier

  • Publication Type: Article / Article
  • Volume: 35 Issue: 4
  • Publication Date: 2025
  • Doi Number: 10.1111/ijal.12799
  • Journal Name: International Journal of Applied Linguistics (United Kingdom)
  • Journal Indexes: Arts and Humanities Citation Index (AHCI), Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, FRANCIS, Communication & Mass Media Index, EBSCO Education Source, Educational research abstracts (ERA), INSPEC, Linguistic Bibliography, Linguistics & Language Behavior Abstracts, MLA - Modern Language Association Database
  • Page Numbers: pp.1912-1926
  • Keywords: EFL öğretmenleri, enseignants d'anglais langue étrangère, estime de soi, Fierté des enseignants de langues, LTP, modellingEFL teachers, modélisation qualitative rétrodictive, motivation des enseignants, QRM, retrodiktif (geriye dönük) modelleme, self-esteem, teacher motivation, Yabancı dil öğretmeni gururu, öz saygısı, öğretmen motivasyonu
  • Open Archive Collection: AVESIS Open Access Collection
  • Ankara Haci Bayram Veli University Affiliated: Yes

Abstract

The present paper explores the notion of language teacher pride (LTP), as advanced by Mairitsch et al. (2024), as a significant construct for EFL/ESL teachers given its ties to social, systemic, and economic factors. Since the study undertakes an in-depth analysis of LTP and attempts to identify LTP archetypes, we employed qualitative retrodictive modeling (QRM) to identify specific characteristics of each LTP archetype. The participants were 35 Turkish EFL teachers of various ages with varying experience levels from various schools and educational backgrounds so that we could capture the variety in terms of experience, working conditions, and educational backgrounds. The reason is that all these factors could impact LTP. The data were collected through semi-structured interviews. As a second step, we conducted in-depth interviews with teachers representing each archetype we identified, including intrinsic, extrinsic, tech-savvy, projector, and desperate LTP archetypes. The findings indicated that LTP is a highly fragile construct affected by several social, systemic, and economic factors. The results also demonstrated that LTP is a significant part of EFL teachers’ psychology with strong ties to teacher motivation, self-efficacy, self-esteem, well-being, self-confidence, and desire to participate in professional development activities.