Mapping the Self: Exploring Teachers’ Professional Identity and Development Through Ego-Centred Network Card Analysis

Abstract

The professional development of English as a Foreign Language (EFL) education has been converted from rigid hierarchical models to more flexible and context-sensitive frameworks. This study introduces ego-centred network card analysis as a new methodology to investigate how Indonesian university EFL teachers create and negotiate their professional identities. The data were collected from 11 experienced EFL teachers. The network cards were analysed to find the nodes and sectors of professional identity and development. Drawing on constructivist and sociocultural perspectives, the study findings indicated that the formation is influenced by relational, emotional and institutional influences, and that family support, mentoring, and career goals alleviate pressures such as workload, publication demands, and financial instability. The findings highlight identity as both a product and a driving force for professional development, extending sociocultural theories by visualizing hidden dimensions of teachers’ networks. Methodologically, this study demonstrates the value of visual-relational tools in capturing complexity beyond interviews or surveys. The results suggest that, in practice, teacher education and policy must integrate structured mentorship, peer reflection, and recognition of emotional work in order to maintain professional growth.

1. Introduction

Within the dynamic field of English as a Foreign Language (EFL) education, the concepts of professional identity and professional development have become crucial elements in understanding teacher development, resilience, and effectiveness. Historically treated as distinct areas of study, new research suggests that these concepts are closely interconnected, an educator’s professional identity influences their interactions with development opportunities, while these ongoing developmental experiences consistently shape their perception of themselves as professionals.

Professional identity is not a static trait; rather, it is an ever-evolving, context-dependent construct influenced by emotional involvement, social interactions, and organisational frameworks (Beijaard et al., 2004; Yazan & Peercy, 2018). It mirrors how educators view their responsibilities, principles, and goals, and how these views transform through experience and contemplation (Çakmak & Çelik, 2024; Clandinin, 2006). Similarly, professional development involves both structured and unstructured learning activities, such as mentorship, training sessions, teamwork, and independent exploration (Darling-Hammond et al., 2017; Macià & García, 2016), all of which play a role in the continuous formation of identity. For EFL teachers, especially in varied and multilingual environments, developing their identities is frequently affected by external factors like curriculum changes, language hierarchies, and evolving teaching expectations (Tsui, 2007).

Meanwhile, Professional development (PD) functions as both a driving force and a reflection in shaping one’s identity. The interaction between professional identity and development is especially significant in EFL settings, particularly in Indonesian context where educators frequently manage intricate cultural and institutional challenges (Qamariah & Hercz, 2025). PD is significant not just as a procedural task but as a personal and transformative journey that strengthens teachers’ sense of purpose and belonging in their profession (Cambridge Assessment International Education, 2021; Kennedy, 2016).

Although interest in these areas is increasing, current research frequently depends on linear or text-based techniques like interviews and surveys (Hashemi et al., 2021), which might fail to capture the relational and emotional intricacies of identity formation. In Indonesian contexts, where teachers navigate multilingual environments and institutional constraints, there remains a need to examine how identity is co-constructed through networks of support, mentorship, and policy structures. This problematisation underscores the importance of developing methods that can illuminate the dynamic interplay of relationships and institutional forces in shaping teacher identity.

To address this gap, this study presents an analysis of ego-centred network cards (Sántha, 2017), a visual-relational method that maps the professional networks. Unlike traditional narrative approaches, this tool enables educators to illustrate their professional environments, revealing emotional anchors, relational bonds, and institutional influences. By making visible the structural and affective dimensions of identity formation, ego-centred network cards provide a more nuanced lens for understanding the co-evolution of identity and professional development in EFL settings.

In summary, although the identity of teachers has been widely studied, the current methods in the context of EFL remain limited in their recognition of their relationship and institutional complexity. This study advances the visual and relationship perspectives of the ego-centered network card analysis by providing practical insights into teacher education policies and program design, enriching theoretical understandings. To develop this study into a thorough article, the following research questions are posed:

Research Questions

• How do EFL teachers construct and express their professional identity through the analysis of ego-centred network cards?
• Which relational, emotional, and institutional elements play a key role in both forming one’s identity and enhancing professional development?
• In what ways do ego-centred network cards reveal patterns of growth, support, and aspirations that traditional methods might overlook?

2. Literature Review

2.1. Theoretical Foundations of Professional Identity

The notion of professional identity within the field of education has been explored using various theoretical frameworks, each providing unique perspectives on how educators understand and perform their duties. From a sociocultural viewpoint, identity is considered a fluid construct influenced by engagement in practice communities, institutional dialogues, and cultural standards (Solari & Martín Ortega, 2022). Educators regularly reconcile their roles in alignment with both external demands and personal principles, making identity development a socially contextualised activity. Wenger (2009) describes identity formation as a process of engagement in communities of practice. As newcomers progressively acquire the skills, knowledge, and language of their professional environment, they transform their self-concept and eventually become recognised members. Farnsworth et al. (2016) argue that identity is more than just a classification or title; it is an experience shaped by active participation in these communities.

On the contrary, psychological perspectives on teacher identity focus on the cognitive and emotional processes within educators that determine their self-perception in their professional capacities (Golombek & Doran, 2014). Key elements in these perspectives include constructs like self-concept, motivation, and emotional regulation, all of which affect how teachers understand their experiences and pursue their professional paths (Zembylas, 2003). Educators’ self-concept refers to their perceptions and beliefs about their own skills, values, and responsibilities. Motivation consists of intrinsic elements, such as a passion for teaching, as well as extrinsic factors, such as recognition from institutions or career progression. Effective emotional regulation is vital for teachers to manage stress, maintain resilience, and adapt to evolving classroom settings (Yang & Yin, 2024).

Narrative perspectives bridge these two positions by conceptualizing identity as the dynamics of teachers’ learning over time (Connelly & Clandinin, 1990; Mcvee et al., 2011). Narratives integrate personal experience, values, and institutional contexts and allow educators to reconcile the tension between internal beliefs and external demands. Unlike social and cultural models that focus on collective practices and psychological models that emphasize individual cognition, narrative approaches highlight identity as a process of making meaning at the intersection of the individual and social worlds.

This theoretical dialogue directly informs the choice of the method of the ego-centred network card. Cards operate from a sociocultural point of view, mapping communities and institutional links, capturing psychological dimensions, visualising emotional anchors such as motivation and resilience, and enabling teachers to represent their identity trajectory spatially in the past, present, and future. Unlike traditional interviews based on linear accounts, network cards reveal identity architectures such as central nodes, peripheral support, and hidden tensions, providing methods that align and integrate with the three frameworks. This enables the research to achieve conceptual coherence. Professional identity is regarded as a dynamic negotiation in relational, emotional, and institutional dimensions, and individual-focused cards serve as a methodological bridge between competing theoretical perspectives.

2.2. Overview of Professional Development Frameworks in EFL Contexts

PD in EFL settings has experienced considerable changes over the last twenty years, evolving from inflexible, hierarchical models towards more fluid, context-aware frameworks. In the past, conventional methods focused on uniform training programmes that paid little attention to local teaching conditions or the specific needs of individual educators. Nowadays, continuous PD models stress ongoing education, teacher empowerment, and adaptability to a wide range of educational contexts (Evans, 2015; Guskey & Yoon, 2009). This shift highlights an increasing recognition that successful teacher development must be versatile, inclusive, and grounded in the practical experiences of teachers operating within diverse linguistic, cultural, and institutional settings (Md Yusop et al., 2025; Mena et al., 2019).

A noteworthy instance of this transition is the Cambridge English Teaching Framework, which outlines a sequence of four stages for teacher competence: Foundation, Developing, Proficient, and Expert (Caena, 2014; Wilson & Poulter, 2015). This multi-level framework enables tailored growth paths, allowing educators to assess their current stage and aim for specific development objectives in line with their experience and teaching environment. In contrast, TESOL’s Professional Teaching Standards promote culturally attuned professional development that is consistent with both international standards and local contexts, highlighting the significance of equity, diversity, and contextual relevance in teacher education (Khatun, 2023). While, Cambridge provides a clear pathway structure, TESOL puts equality and diversity first. Together, they highlight the dual needs of professional development: the need for measurable competence and the need for contextual relevance. However, tensions persist, global frameworks could be imposed on uniformity, while local standards could struggle to gain international legitimacy.

In multilingual and resource-variable contexts, blended learning, peer mentoring, and collaborative inquiry have emerged as pragmatic responses to infrastructural constraints (Hernandez et al., 2024; Rienties et al., 2023). For example, the integration of online modules with in-person workshops offers flexible training access, whereas peer mentoring develops supportive networks for sharing knowledge and overcoming obstacles (Macià & García, 2016). Reflective activities, often encouraged through journals, discussion groups, or digital portfolios, empower educators to critically engage with their experiences and enhance their teaching methods (H. Li, 2025). Such practices are exceptionally beneficial in environments where formal PD opportunities may be inconsistent or unevenly available.

Finally, evolving PD frameworks highlight the necessity for both skill-oriented and identity sensitive model. Teacher development aims not only to acquire skills, but also to negotiate personal values, institutional support, and a relationship network (Beauchamp & Thomas, 2009; Solari & Martín Ortega, 2022). This tension between skills and identity demonstrates why the current study uses ego-centred network cards. Different from traditional PDs frameworks that emphasize structured progression or institutional recognition, network cards show how teachers themselves map growth, support and aspirations in relational, emotional, and institutional dimensions. By incorporating psychological, sociocultural, and narrative elements into PD design, educational institutions can better aid teachers in becoming reflective, resilient, and contextually adaptable practitioners. This comprehensive approach to PD reaffirms its pivotal role in strengthening teacher agency and enhancing educational outcomes in diverse EFL environments.

2.3. Ego-Centred Network Card

Visual and network-oriented methods have become increasingly significant in teacher education research because they effectively capture complexity, subtleties, and the richness of relationships. While traditional approaches like interviews and surveys predominantly rely on verbal expression, they might not fully disclose the emotional and symbolic layers of professional identity. Techniques such as photo elicitation, mapping, and drawing have proven to foster deeper reflection and reveal implicit knowledge that might otherwise go unnoticed (G. Li et al., 2024). Ego-centred network cards, in particular, provide a relational perspective by detailing the emotional, professional, and institutional connections influencing teachers’ experiences. These cards allow participants to clearly visualise their support networks, growth paths, and future goals, thereby offering a multimodal addition to textual data (Crossley et al., 2015). Such methodologies are particularly beneficial in cross-cultural or multilingual settings, where visual representation helps overcome language and communication barriers. This research supports integrating visual and network-based tools into studies of teacher identity and development, delivering richer and more comprehensive insights.

In comparison, macro and meso-level network analysis (Hollstein, 2014; Sántha, 2017) provides insights into group structures and information flows, but risks overlooking the individual’s subjective position in these networks. The egocentric approach addresses this limitation by focussing on “ego” and its immediate relations, revealing how personal identity is negotiated in broader institutional and relational ecologies. Unlike macro-level statistical models or meso-level socio-centric maps, ego-centered cards highlight the individual and emotional proximity, showing not only who is important, but also how and why. This complements narrative approaches, which capture identity as a story but may lack the structural position of influence.

The different formats of network cards (unstructured, structured and hierarchical map) (Antonucci, 1986; Sántha, 2023) offer a different balance between participant freedom and analysis comparability. In this study, we used ego-centered network cards to explore how EFL instructors visualise the relationships, emotions, and institutional components of their professional identity. By depicting mentors, colleagues, families, and institutional support, cards reveal density (network strength), diversity (impact range) and impact (impact frequency). This method reveals both the central anchor (such as mentors and family traditions) and the negative space (such as isolation and lack of institutional support), aspects that traditional interviews often cannot capture.

In this research, ego-centred network analysis is utilised to explore how each component of professional identity and professional development, as depicted by the EFL instructors in the network cards, influences their professional lives. The objective is to discern which elements significantly contribute to their identity formation and professional advancement. The aim is to chart the professional relationships that affect identity and development. The data collection involves having participants fill out network cards, listing significant professional connections related to identity and development, along with highlighting sub-elements such as professional relationships (mentors, colleagues, institutional support). The primary goal is to visualise relational patterns through network mapping and to assess density (network strength), diversity (range of influences), and impact (frequency of engagement).

The reason for using ego-centred network cards is both theoretical and practical. From a sociocultural point of view, they map practice communities and institutional dialogues. From a psychological point of view, they capture emotional anchors such as motivation, resilience and spiritual fulfillment. From a narrative point of view, teachers can represent the trajectories of identity in the past, present and future. In this way, the ego-centred cards integrate the three frameworks mentioned above and offer conceptual coherence. They not only enrich research by revealing hidden tensions and support, but also provide a practical view for institutions: identify isolated educators, resources that are not used well and potential pathways of mentorship (Molina González, 2018). Thus, ego-centred network cards serve as both methodological innovations and strategic tools for understanding and supporting the development of teachers’ identities.

3. Methodology

3.1. Research Design

This study employed a qualitative exploratory design, grounded in constructivist and sociocultural perspectives. The goal was to uncover how EFL teachers perceive and construct their professional identities and developmental trajectories through relational and institutional lenses.

Participants

Participants included 11 EFL instructors from diverse universities in higher education settings in Indonesia. Selection was based on convenience sampling to ensure voluntary participant engagement in this study. This approach promotes access and willingness to participate, but it also has limitations: small sample sizes limit the range of interpretation and specific cultural contexts may lead to prejudices. However, for qualitative exploratory design, this sample is suitable to generate a rich, context-sensitive perspective of professional identity. The invitation to participate in this study was sent via WhatsApp platform to the EFL teacher association group. All participants in this study hold a Master’s degree in education and TESOL. All of them have been teaching for at least 7 years in a higher education setting.

3.2. Data Collection Tool: Ego-Centred Network Cards

The core data collection instrument was the ego-centred network card, a visual mapping tool that places the teacher (the “ego”) at the center and invites them to identify and categorise influential relationships, experiences, and support structures. Each participant created a card that included nodes representing individuals (e.g., mentors, colleagues), institutions (e.g., schools, training bodies), and experiences (e.g., workshops, emotional turning points), links indicating the nature and strength of each connection (e.g., emotional support, professional guidance, collaborative engagement).

In the current research, we relied on our data collection process on the unstandardised structured network card, adopted from Sántha’s research (Sántha, 2023) with modifications. Eleven participants, EFL instructors from five universities, with 22 cards, are examined. The use of concentric circles acts as a structuring element, although there is no set rule for the number of circles used. Participants are instructed to draw concentric circles on an A4 sheet, centring them around the words “professional development” and “professional identity” in the innermost circle. Unlike the original concept of this approach, we applied this method instead of using the actor ‘I’ as the main node in the circle, but we used the related topics we wanted to be examined. Within these circles, they inscribe concepts they believe are pertinent to the topic. Another structuring element includes dividing the card into sectors, which indicate the main aspects of the “professional development” and/or “professional identity” (such as family responsibility and workplace). There is no fixed rule for the number of sectors required, but it is important for the researcher to meticulously record all details for thorough analysis. The allocation of circles and sectors aids in comparing the relationships between the topics and allows for the comparison of different cards.

To transform visual data into analysis material, each card is converted into a matrix that captures nodes (individuals, institutions, experiences), links (support or influence types) and spatial positioning (circle/sector position). Then, these elements were coded by deductive categories derived from sociocultural theory and professional identity literature.

3.3. Procedure

During the creation of the ego-centred network map, the teacher engaged in drawing, identifying, and elaborating on concepts deemed significant for professional identity and development. These maps were kept, then transcribed and analysed using qualitative content analysis by the researcher. The creation took place in a university lecturer’s office, with all potential distractions removed, ensuring an environment conducive to careful examination and exploration of reflective thinking aspects. There was no time restriction, allowing the teacher to complete the map and provide commentary on the concepts within 30–35 min. After mapping, each participant took part in a semi-structured interview to discuss the meanings of their choices, the significance of particular relationships, and the evolution of their networks.

3.4. Ethical Considerations

In addition to informed consent, confidentiality was guaranteed by identifying the name of the card, removing the details of identification in the transcripts, and safely storing both visual and text data. In the report, pseudonyms are used and visual figures are redrawn to prevent the recognition of individuals or institutions. Considering the cultural context and the personal nature of visual and narrative data, ethical sensitivity is particularly important.

3.5. Data Analysis

The objective of reviewing the network card was to establish conceptual categories that reveal the fundamental cognitive structures and reflective thoughts of teachers. The analysis follows a deductive and concept-based approach, which is informed by previous research (Sántha, 2020) and related literature.

The analysis was performed in three distinct stages:

• Visual Pattern Recognition involved studying the cards for repetitive structures, prominent nodes, and cluster formations.
• Thematic coding the interview transcripts and card notes to distinguish themes related to identity, emotional involvement, and developmental factors. Codes were defined deductively from literature (e.g., middle school-college-master’s degree, prior education) and refined into broader categories (e.g., academic trajectories and learning experiences). For example, the initial codes continue study, having a career, smart teacher was subsumed into theme career aspiration and motivation.
• The comparative analysis involved cross-case comparisons to investigate differences in institutional settings, career phases, and emotional tendencies.

The coding was performed by researchers and checked by a second encoder to improve reliability. Discrepancies were discussed until consensus was reached. This multi-layered approach facilitated a thorough understanding of the way EFL educators express their professional identity and development. The sample of network cards can be seen in Figure 1 below.

4. Results

The findings, derived from an examination of Ego-Centred network cards and reflective interview data, reveal a variety of thematic differences. This section will present these outcomes aligned with the research questions.

4.1. Research Question 1

How do EFL teachers construct and express their professional identity through the analysis of ego-centered network cards?

To portray the number of cards in this study and its analysis of the number of circles of sectors, see

Table 1. Circles and sectors of professional identity in network cards.

	Case (N)
	1	2	3	4	5	6	7	8	9	10	11
Number of circles	9	6	5	4	6 (4)	7	4 (3)	3	3	1	5
Number of sectors	8	6	5	5	6	6	4	3	4	4	5

below.

Table 2. Sectors and their main content nodes of professional identity.

Case (N)	Number of Sectors	Main Content Nodes of Sectors
1	8	Family support; learning experience—middle school-college-master’s degree; intrinsic motivation—continue study-having a career-smart teacher; good researcher in ELT; professorship in language teaching; publishing article in reputable journals—Scopus-WOS; Working at a private university—career cannot support a better life; guest speaker in international/national seminar
2	6	Opportunity; personal bias; random anomaly; experience in seminar field—encouragement from supervisor/professor; need for stable income/self-motivation
3	5	Exploring speciality choice—post-graduate degree; societal role expectation; professional passion; work experience; opportunity
4	5	Opportunity; prior experience; source of income; challenge; career path
5	6	Passion for teaching; research interest; parental expectation; spiritual career benefit; professional networking; lifelong learning experience
6	6	Prior education; attitude in society; role model; evaluating self-development; upgrading knowledge, following seminars and workshops-following training(government/non-government)—improving self-skill; payment motivation
7	4	Indonesian Malaysian youth exchange programme; work experience—translator during Tsunami in Aceh; family; teaching responsibility
8	3	Teaching reflection, salary, career reflection
9	4	Expectation to have own English course; family background—grandmother, mother, aunt are teachers; teaching experience—teaching assistant during bachelor’s degree—open university teaching staff-English course teacher; teaching young generation in Indonesia—worry about young generation education—preparing young generation in English language skills as communication tool
10	4	Motivation; learning experience; knowledge; teaching experience—early teaching experience—teaching at university—teaching young learners
11	5	Earning money; teacher as a role model; practising English in small group/peer-texting in English; father’s lowest support score in English; early teaching experience after graduating high school

below demonstrates the sectors alongside the key content nodes related to the professional identity of the EFL instructors. Words and phrases that are underlined are referred to as sectors, while those not underlined are identified as content nodes.

Across the 11 professional identity cards, several recurring themes emerged:

4.1.1. Family Support

Case 1 and Case 9 both emphasised the influence of family. Case 9, for example, highlighted a lineage of educators—grandmother, mother, and aunt—all teachers—suggesting identity rooted in personal heritage. Ego-centred cards reinforce this, with sectors including ‘family support’, ‘learning experience’ and “intrinsic motivation.” These findings align with Beijaard et al. (2004), who argue that identity is rooted in personal history and values and with Kelchtermans (2009), who highlights the biographical dimension of identity as central to teachers’ sense of self. The excerpts from the interview aligned with the findings in the network cards.

“I learned English and became an English teacher now because of my dad, who insisted I learn English since I was in senior high school by attending an English course, which led me to the faculty of teacher training.”

(EFL teacher 1)

“I chose this path as an English teacher because I like to see my students’ success, especially in a foreign language. Also, my family are all teachers, it’s just like tradition, but I love it.”

(EFL teacher 9)

From a socio-cultural perspective (Gee, 2000; Wenger, 2009), family support functions as a practice community before formal institutional affiliation and influences the teaching and learning process. The continuity between personal lineage and professional aspirations is also consistent with (González-Calvo & Arias-Carballal, 2017)findings that a sustained commitment to education is often supported by a strong emotional and relationship anchor. Importantly, network cards show that family heritage is not only a background context, but also an active source of identity, teachers use family stories to legitimise their professional journeys and to retain motivation under institutional pressure.

4.1.2. Academic Trajectory and Learning Experiences

Case 1 traced a journey from middle school to a master’s degree, linking educational milestones to identity formation. In this case, the participant mentioned that the learning experience they got during their master’s degree affects the way they develop their identity as a teacher.

“My learning experience during bachelor’s and master’s inspired me how I am as a teacher now. I got good and inspiring teaching from my lecturers that I sometimes applied in my class today, and sometimes we also got some fellow lecturers from abroad who also enriched our learning experience. The way they taught us is a lesson I can apply now in my teaching.”

(EFL teacher 1)

Another teacher also mentioned that:

“I think that what really affects us as a lecturer is the way my previous lecturer taught me. It’s not only what they teach me, it’s not only about the knowledge they teach me or the tasks they give, but the most important thing in my career right now is the way they teach. Like, I am not only copying their knowledge, but sometimes I also imitate the way they teach when I am like them. When I become an EFL instructor, for example, I will become like him someday.”

(EFL teacher 3).

Both participants stress that identity is formed not only by the content of their studies, but also by the educational models of their teachers. This is consistent with the assertion of (Beijaard et al., 2004) that teacher identities are rooted in personal history and professional learning, and extends Kelchtermans’ (2009) notion of “professional self” as biographically anchored. Implication and adaptation of the teaching style of the teacher illustrate identity as a relationship and dialogue-making process, where the teacher positions himself in relation to role models and integrates educational practices into his or her professional repertoire.

The influence of international teachers, mentioned in Case 1, echoes (Trent, 2013; Widodo et al., 2020) research on teacher identity in a globalised environment, which further emphasises the intercultural dimension of identity formation, and the influence of teachers on the educational traditions of various countries enhances professional development. Furthermore, the emphasis on “how they teach” rather than “what they teach” highlights the integral and embodied aspects of identity, as follows in (Farnsworth et al., 2016; Wenger, 2009) concept of learning as communities’ practices.

These narratives show that academic pathways serve as identity resources and provide teachers with models of practice, values and aspirations that can be transmitted to their own classrooms. The ego centred network card relates “learning experiences” and “intrinsic motivations” to identity construction, thereby strengthening the methodological contribution of visual mapping in the capture of the way in which past experiences are reintegrated into the present professional self.

4.1.3. Career Aspirations and Motivation

Aspirations such as becoming a “smart teacher,” “good researcher in ELT,” and achieving “professorship in language teaching” were common. Case 1 also included ambitions like publishing in Scopus/WoS and becoming a guest speaker at international seminars. Moreover, the need for stable income/self-motivation is also mentioned in case 2; it becomes the motivation to keep improving their professional identity.

In the interview, it is noticed that the EFL teacher mentioned the hope of having a good financial outcome, which she/he did not get from the profession as a teacher. Having good financials is perhaps the aspiration of EFL instructors, but at the same time, they also want to be impactful on their students’ success.

‘I think it’s not a sceptical idea, it’s salary. Good salary, I think. I believe other EFL instructors will say so. To be honest, I don’t have a good salary here, it’s only enough salary for me to be a good instructor, since I believe that a good EFL instructor not only focuses on salary, but we have to be a beneficial and meaningful person for others, for our students.”

(EFL teacher 2)

Teachers’ aspirations to become qualified instructors, recognised researchers, and to become professors demonstrate their identity as prospective and professional goals. International visibility (publication, seminars) reflects the professional commitment concept of Desimone (2009) while the focus on financial stability highlights tensions between intrinsic ideals and external realities, consistent with Ryan and Deci (2000). Kelchtermans (2009) argued that the idea of identity negotiated through vulnerability and agency is obvious: limited salary creates vulnerability, but ambition maintains agency. The ego-centred card captures these contradictions and illustrates how career goals and motivations are identity resources that balance personal meaning with institutional and economic pressures.

4.1.4. Intrinsic and Extrinsic Motivators

Several cases (e.g., Case 2 and Case 5) mentioned intrinsic motivation, spiritual benefits, and financial stability as key drivers shaping their professional self-concept. The network cards illustrated that identity is dynamic, shaped by both personal and professional life events. For instance, Case 1 described a journey of upward progression, beginning with foundational learning experiences and culminating in aspirations for academic accolades and global participation. Meanwhile, Case 9 intertwined familial heritage with a significant commitment to social duty, focussing on issues such as English language skills and educational prospects of the younger generation.

The reflection interview suggests that EFL teachers continuously strive to enhance the best versions of themselves according to their respective roles.

‘We are an EFL instructor, we have to compete more with other institutions, to be a professional instructor, especially in the EFL context, to do so, we have to catch up what is left from the other, from other professionals’ instructor, especially from the area of English, particularly in digital devices, we have to be more accessible to digital devices, since this is a digital era, so we have to be adaptable with technology.’

(EFL teacher 2)

“I want to be a professor, a professor in education”.

(EFL teacher 6)

“I want to be a professor in EFL teaching”.

(EFL teacher 9)

These patterns suggest that teachers construct identity through a dynamic interaction of past experiences, present roles, and future goals, often visualized through interconnected nodes on their network cards.

The interaction of internal drivers (lifelong learning, spiritual values, dedication to students) and external concerns (salary, competition, technological adaptation) shows that identity is a dynamic negotiation in the personal and professional areas. This duality resonates with Ryan and Deci (2000), where internal motivation maintains growth while external pressure forms professional agency. The emphasis on continuous learning and spiritual duty is reflected in the views of Friedman (2023) of the moral purpose and resilience of identity, while the ambitions for teaching and global participation reflect Widodo et al. (2020) perspectives on the identity of teachers in a globalised context. Ego-centred network cards show how past experiences, present roles, and future objectives are interconnected, expanding Kelchtermans’s (2009) idea of identity as biographically embedded, demonstrating how teachers can mobilize personal heritage and institutional requirements as identity resources.

4.2. Research Question 2

Which relational, emotional, and institutional elements play a key role in both forming one’s identity and enhancing professional development?

To answer this research question, we pay attention to the nodes and sectors of network cards (refer to

Table 3. Circles and sectors in structured unstandardised network cards of professional development.

	Cases (N)
	1	2	3	4	5	6	7	8	9	10	11
Number of circles	5	4 (5)	5	5	4	5	3	2	4	1	5
Number of sectors	3	5	5	5	4	5	3	5	5	3	5

and

Table 4. Sectors and their main content nodes of professional development.

Case (N)	Number of Sectors	Main Content Nodes of Sectors
1	3	Self-learning; Participating in professional development programs—conference-workshop/trainings—one-go programme and continuous programme-attending seminar—research grant project; pursuing doctoral degree—expectation for career growth
2	5	Public speaking certification; Professional development program-mastery of pedagogy, andragogy and linguistics field; conducting research in related fields; take doctoral degree; intercontinental relation
3	5	Reflection; doctoral degree; self-study; training; learning and mentoring
4	5	Postgraduate; teaching training; conference; self-directed learning; experience
5	4	Pedagogy training; research methodology workshop; career progression workshop; communication skills
6	5	Experimental learning; learning reflection; teaching reflection; career development; professional development programs—PEKERTI-Lecture certification
7	3	Study; personal learning—on YouTube and Tik-tok; online English seminar
8	5	Skills—improving English skills; teaching upgrading—teaching training; study—lesson study; knowledge—workshop/seminar-lesson study-webinar in English education; reflection
9	5	Proof of English proficiency—TOEFL-TOEIC; exchange language programme; self-learning—teaching application—watching YouTube-teaching website and language learning—books; seminar—offline and online; education/university—bachelor-master’s degree
10	3	Joining conference—attending ESL seminar; giving seminar to students—being a speaker; educating teachers—ESL course
11	5	Involving in international collaboration—workplace demand; teacher training—workshop/seminar; doing research—paper; online English learning application—ELSA—Duolingo—YouTube; peer/colleagues support

) for professional development, examining them and categorising them into relational, emotional, and institutional elements. The following data are the results of the analysis.

4.2.1. Relational Elements: Networks of Influence and Support

The analysis of 11 network cards consistently emphasised the critical role of interpersonal relations in the development of professional identity. This finding was reaffirmed in previous studies by Beijaard et al. (2004) and Kelchtermans (2009) who argue that identity is coconstructed through social interaction and biological continuity. Like these studies, mentorship and family support became a central element in the sense of self and professional growth of teachers. However, by visualising the relative weight, position, and intersections of these relationships, the Ego-Centred Network Card expands this understanding and reveals the nuances that traditional interviews or surveys often lack.

• Mentorship and Academic Guidance

Mentorship became a crucial component of relationships, especially in Cases 2 and 6, where the instructor highlighted the importance of a supervisor or professor as a source of motivation. This is consistent with previous studies that have shown that mentors are catalysts for career development and academic identity (Hayes & Pridham, 2019; Trent, 2013). However, these cards reveal the structural aspects missing in previous studies: mentors are often placed in internal circles, visually indicating the proximity and impact they perceive. This spatial representation highlights how mentorship connects institutional requirements (publishing, doctoral studies, global cooperation) and personal aspirations, and the interactive alignment between institutional structures and individual goals is visible. Traditional methods, based on sequential verbal accounts, rarely show this relationship architecture. They capture what mentors do, but do not show how teachers position themselves in their identity networks. In the reflective interview, they also mentioned that:

“I studied in English and from that initiated me to be a good instructor by having experience with our lecturers, and some of the lecturers became my idols. I got inspired by them and became a professional at that time, and also, I studied my master’s in English, which made me prepare and build up my ability in English.”

(EFL teacher 2)

“I think as far as I remember, when I was in my bachelor’s degree, and I saw one of the lecturers was very inspiring, very energetic in teaching, and he used a lot of fun techniques, so that maybe inspired me to apply this in my classroom.”

(EFL teacher 6)

In addition to Cases 2 and 3, comparable patterns were identified in other cards showing that academic mentors were associated with goals like publishing, aiming for a doctoral degree, or participating in global collaborations. These connections frequently served as a bridge, aligning institutional demands with personal goals, and acted as catalysts to broaden one’s identity. The visual emphasis on mentors within the cards highlights how EFL instructors incorporate advice as they evolve professionally, underlining the idea that identity is co-constructed through interactive and supportive relationships.

“Pursuing my study is also to improve my professional development

(EFL teachers 3)

“I hope, we hope together we can improve our professionalism, through that training or also workshops. And also, through publications that we annually publish in reputable journals. By doing this, I think we can improve our writing and our research ability for publication.

(EFL teacher 2)

• Family as a Fundamental Source of Support

Family support, often highlighted in Cases 1, 9 and 11, resonates with Kelchtermans’s (2009) emphasis on the biographical dimension of identity and studies linking personal history to professional commitment (Beijaard et al., 2004). Like previous discoveries, the family provides emotional stability and moral encouragement. However, these cards reveal differences from previous research: family nodes were often directly related to aspirational objectives such as advanced studies or social changes, showing that family ties are not only an emotional security but also a strategic motivation in career planning. Case 9 of the educators shows the identity as genetic, rooted in cultural heritage, a dimension that is often ignored in institutional policy. Traditional interviews tend to lead to retrospective narratives of family influence, but rarely capture how the family is structurally integrated into ongoing professional ambitions.

The results from the reflective interview were also aligned with these patterns, as in the following excerpts.

“In my family, I am the only one studying a master’s overseas, and now I am pursuing my doctoral overseas as well. That was initiated by my dad supporting me to learn English in senior high school and also support from the family members. When I got a chance to pursue education, they believed in me. I just need to give it a try. I feel it now; I can teach at the university”

(EFL teacher 1)

Furthermore, family serves as the cornerstone for career concentration. An EFL instructor shared that her dedication and persistence in this challenging profession stem from the support and motivation provided by her family.

“It’s so boring, but I have responsibilities to my family. I think that’s the main factor that we stay here. And as humans, we feel bored because …what to say. If there is a better outside, maybe I will try.

(EFL teacher 11)

4.2.2. Emotional Elements: Intrinsic Motivators for Development

Emotions have surfaced as significant elements in shaping both personal identity and professional growth. The analysis of ego-centred network cards shows that EFL instructors are not solely guided by institutional frameworks or personal connections in their careers; they are heavily influenced by powerful personal emotions. These emotional influences, such as spiritual fulfilment, intrinsic motivation, and reflective resilience frequently appeared as central or radiating nodes, underscoring their essential impact on forming professional identity.

• Personal and Spiritual Satisfaction

In Case 5, the educator portrayed teaching as a source of spiritual enrichment, linking their professional role to a higher purpose and a commitment to lifelong learning. This emotional framing was not only reflected in the card’s content but also in the language used during reflective interviews, where teaching was described as a “calling” rather than a mere occupation. The spiritual dimension added depth to the instructor’s identity, positioning teaching as a moral and existential pursuit. This corresponds to (Bukor, 2011) emphasis on moral goals as a sustainable force in teacher identity, and Kelchtermans (2009)’s view of identity as biographically embedded. However, network cards expand these insights by seeing the spirituality as a central identity node rather than a peripheral narrative. Traditional interviews often capture spirituality through verbal “call” stories, but rarely show how these values anchor identity structurally and link to ongoing professional development. These cards showed that not only did the fulfillment of the spirit prevent burnout, but also actively linked to nodes representing seminars, mentors, and higher degrees, making the direct path between emotional meaning and professional development visible.

“Through teaching, I am also learning at the same time, and based on my religious values, we cannot stop learning

(EFL teacher 5)

The sense of fulfilment led to ongoing participation in professional development endeavours, including attending seminars, mentoring students, and pursuing higher degrees. The emotional connection with teaching, perceived as a spiritually meaningful activity, seemed to shield against burnout and institutional fatigue. Additionally, it encouraged a mindset geared towards continuous learning, where motivation was rooted in personal values and a sense of life’s purpose, rather than external incentives.

• Passion and Motivation

Intrinsic motivation emerged as a recurring theme. Teachers expressed a desire to become “smart,” “inspiring,” or “impactful,” often linking these aspirations to student outcomes and broader educational goals. These emotional drivers were frequently connected to ambitions such as publishing in reputable journals, presenting at conferences, or mentoring junior colleagues. In Case 1, for example, the instructor’s passion for ELT was visualised through nodes representing academic goals and imagined futures.

As in the reflective interview, she mentioned that:

“I cannot stop myself from continuing to learn and improve; it is not enough; I need to survive in this career as a smart teacher in ELT, even having expertise in this field. We are always expected to have good research skills, and it is measured by the publications we have on Scopus and other platforms. I want to make more impact on more people in this area. I think that’s it.”

(EFL teacher 1)

This is consistent with the theory of self-determination (Ryan & Deci, 2000) that distinguishes internal drivers from external pressures and with (Pennington & Richards, 2016) that emphasises that identity is rooted in personal values and professional factors. However, these cards reveal differences from earlier research: motivation is not abstract, but reflects specific aspirations such as publication, presentation, and mentoring, and is visualized as an interconnected node. The structural mapping showed how passion fed both classroom practice and broad academic ambitions, highlighting the local (student impact) and global (international recognition) Identities. Traditional methods often create aspirations in isolation, but cards reveal how they are embedded in broader motivational networks and reveal their identity as aspirations and multi-layered.

• Self-Reflection and Resilience

Cases 6, 8 and 11 clearly demonstrated emotional resilience, as the instructor dealt with frustrations concerning payment and institutional limitations. Instead of becoming disengaged, the teacher transformed these hurdles into moments for reflection, revisiting their career objectives and solidifying their dedication to teaching. This reflective approach was illustrated by nodes indicating coping mechanisms, alternative ambitions, and a refreshed focus on their impact on students.

“It’s not salary, because this is not quite charming in my profession. But the impact is something that makes me stay in this profession because somehow when I teach something to my university students, and later they will become teachers.

(EFL teacher 6)

“The salary does not fit”.

(EFL teacher 8)

Other cases echoed this pattern, where teachers confronted systemic limitations—such as lack of recognition, heavy workloads, or limited PD access—and responded with adaptive strategies. These included seeking informal learning, building peer networks, or redefining success in personal terms. The cards revealed that resilience was not merely about endurance but about transformation: teachers reimagined their roles and recalibrated their identities in response to emotional and institutional pressures, as in the cases of 8, 5, 7, and 9. This is echoed by the concept of vulnerability and agency (Lasky, 2005) but the card adds a new dimension; resilience is represented through nodes representing adaptation strategies, alternative ambitions and the refocus on the impact of students. Unlike interviews, which usually capture resilience as narrative reflection, cards reveal adaptive paths, teachers reimagine roles and restore identities by linking emotional endurance to new objectives and informal learning. This structural visibility highlights resilience not as a passive resilience, but as a transformational reposition within the identity network.

4.2.3. Institutional Elements: Structures That Facilitate or Restrict

Institutional components played a dual role by both promoting and limiting professional development. The network cards demonstrated the impact formal programmes, certification prerequisites, and structural policies had on shaping the professional identities of EFL instructors. These elements were often depicted as key nodes, illustrating their effect on career paths, motivation, and self-perception. Some institutional factors empowered teachers, whereas others-imposed restrictions that refocused identity on survival instead of aspirations.

• Professional Development Programs

Case 6 emphasised PEKERTI as a crucial moment of transformation, providing formal recognition of teaching skills and structured approaches that improve practice. This finding has been consistent with earlier studies that have highlighted the importance of institutional support for establishing professional identity (Beijaard et al., 2004). However, network cards show a structural positioning that is missing in traditional accounts. PD nodes are often prominent and indicate their perceived centrality, but in other cases appear peripheral when programmes are seen as bureaucratic or disconnected. This visual distinction shows how institutional initiatives can strengthen identities or remain symbolic. Traditional interviews capture teachers’ reflections on PD, but rarely reveal the contrast between permissible and symbolic programmes as defined in relational structures.

The reflective interview emphasised these results.

“I think by attending and hearing the information shared by keynote speakers through training or workshop events, I will get some insightful and meaningful information, from them, especially related to my expertise, and in this case, my focus of the study, for example, linguistics or applied linguistics, and also TESOL, by doing so I believe my professionalism beliefs and also knowledge will improve significantly.”

(EFL teacher 2)

“Nobody supports this, because we don’t have money. The research fund is limited here. Not even enough for the ticket.”

(EFL teacher 7)

• Professional Certifications and Career Progression

Institutional certifications emerged as critical mechanisms for advancement, particularly in Cases 1 and 6. Teachers described these credentials as prerequisites for promotion, salary increases, or eligibility for leadership roles. The pursuit of certification was often strategic, driven by institutional expectations rather than intrinsic motivation. In Case 1, for example, the instructor’s engagement with PD activities was directly linked to the need for formal recognition, rather than personal growth.

“Sometimes, I feel that I am left behind in this field. That’s why I need to study more and have a good educational background. At least, I have to work for a doctoral degree for now; later, I need to think about a professorship.”

(EFL teacher 1)

This dynamic uncovers the tension between aligning with institutional norms and pursuing professional goals. Although certifications present a route for career progression, they can also limit personal identity by reducing growth to tasks and formal procedures. Educators who embraced these criteria frequently saw themselves as agents functioning within systems, as opposed to self-directed professionals orchestrating their own paths. The network cards illustrate this duality, with certification nodes occasionally located at the periphery, indicating their utilitarian rather than motivational function.

• Constraints and Motivators

In Cases 6 and 8, it was demonstrated that financial incentives and institutional regulations—like payment systems, workload allocation, and promotion guidelines—influenced professional choices. Specifically, in Case 6, discontent related to payment was associated with emotional resilience and strategies for adaptive identity. The teacher redefined their role to focus on institutional survival, prioritising coping mechanisms rather than aspirational goals. This transition was depicted by nodes illustrating financial stress, alternative motivations, and adjusted expectations.

In a similar vein, Case 8 highlighted how institutional limitations framed identity narratives. Teachers viewed their responsibilities not as a result of personal passion, but as reactions to systemic demands. These limitations affected how educators interacted with students, engaged in professional development, and pictured their futures. The cases demonstrated that institutional drivers, though occasionally supportive, could restrict the breadth of identity, steering teachers toward practical instead of aspirational self-views. This emphasises the imperative for institutions to develop policies that foster both fair structures and individual satisfaction.

These results show that relationships, emotions, and institutional elements are not discrete influences, but interdependent forces that continue to shape the professional identity of EFL teachers. Relationship support, such as family heritage, mentorship and collaborative networks, provides stability and affirmation, but it also creates contradictions when institutional requirements (publication, workload, career advancement) conflict with personal commitments. Emotional resilience emerges as a mediator in these negotiations: Teachers use intrinsic motivations, moral objectives and spiritual values to maintain themselves, but vulnerability arises when financial instability or institutional pressure undermines these resources. This interaction echoes Kelchtermans’s concept of identity as both agent and vulnerability in 2009, while Beijaard et al. (2004) expand his view of identity as rooted in personal history by showing how emotional and relational anchors actively buffer institutional pressure. At the same time, this conclusion complicated the sociocultural perspective (Wenger, 2009; Gee, 2000), not only because of the differences in practices but also because it revealed that teachers sought international recognition and academic prestige, and relied on family and family support for meaning and continuity. This tension underlines that identity is a place of contradiction and aspiration, not harmony. The ego-centred network cards present these dynamics by mapping how relationships, emotional commitments, and institutional paths intersect, providing a methodological contribution that extends traditional interview-based approaches.

4.3. Research Question 3

In what ways do ego-centred network cards reveal patterns of growth, support, and aspirations that traditional methods might overlook?

Ego-centred network cards present a distinct perspective for comprehending how EFL instructors manage their professional growth and career strategies. By depicting relational networks, emotional motivations, and aspirational paths, these tools deliver actionable insights to institutions about teacher identity development. The outcomes imply that visual identity mapping can guide strategic interventions, adaptive policy creation, and long-term strategies crafted to align with teachers’ actual experiences.

4.3.1. Growth: Mapping Career Paths

The visual framework of the network cards highlighted notable differences in relational density and aspirational clarity. Case 10, containing just 1 circle and 4 sectors, illustrated a sparse arrangement, possibly indicating limited institutional involvement, ambiguous career paths, or constrained access to developmental resources. This sparse mapping stood in contrast to Case 1 and Case 9, which showcased dense, multi-sector networks abundant with nodes signifying mentorship, family support, academic aspirations, and envisioned futures.

Growth appears to be a growing complexity of layers and cross-domain links (e.g., links that bridge learning, research and dissemination). The cards reveal a unique “trace” scaffold, a chain of nodes that tracks how past learning anchors the emerging research identity and future role, a feature that traditional interviews rarely capture as a single integrated model. The aspirational chain often passes through the “thin corridor” of institutional access (funding, recognition), exposing the fragility: the expansive goals that pass through few institutional nodes reveal the risk points where development can stagnate.

4.3.2. Support: Revealing Hidden and Informal Networks

Ego-centric network cards can act as strategic tools for institutional planning. Diagrams displaying isolated nodes or weak relational links, like Case 10, might indicate social or professional exclusion. Institutions can leverage this information to launch peer mentoring schemes, encourage collaborative teaching efforts, or conceive community-building initiatives aimed at enhancing relational networks. Such actions can aid in re-engaging educators and bolstering their feelings of belonging within the academic community.

Moreover, the cards brought to light unnoticed resources and hidden ambitions. Within Case 7, informal learning through YouTube emerged as a key factor, indicating that educators frequently pursue self-improvement beyond formal systems. Acknowledging and affirming these initiatives enables institutions to incorporate unconventional professional development resources into their programmes. Likewise, aspirations like serving as a guest speaker or launching an English language course, envisioned yet unspoken during interviews, demonstrate the capability of network cards to reveal hidden objectives. These revelations can aid in crafting tailored career planning and talent development approaches, ensuring that institutional backing aligns with personal paths.

Identity is formed not only in official communities, but also by self-directed, informal and digital networks, which are invisible in traditional interviews. This contradiction highlights the emotional resilience and adaptive strategies that teachers use to maintain professional development despite institutional gaps. Peripheral nodes (informal mentors, digital learning, community actors) are silent stabilisers. Their location at the peripheral level, combined with high links with central goals, shows “outside” support and challenges the hypothesis that formal networks are the only engines of development.

4.3.3. Aspirations: Envisioning Future Possibilities

Participants used the cards to articulate aspirational identities that extended beyond their current roles. Case 1 included ambitions such as becoming a guest speaker at international seminars and publishing in Scopus/WoS-indexed journals. Moreover, Case 8 visualised the dream of owning an English course, a goal that blends entrepreneurial vision with pedagogical commitment.

These imagined futures were often placed in outer circles or distinct sectors, suggesting their aspirational nature. Such expressions are rarely elicited through traditional methods, which tend to focus on present realities or retrospective accounts.

The relational, emotional and institutional dimensions are convergent and show that teachers are not only socioculturally located structures, but also characterised by vulnerability and contradictions, which grow, support and aspirate. The new contribution of the ego-centred network card lies in its ability to visualise hidden tensions and resources—from informal learning to unspoken career goals, which are ignored by traditional retrospective methods. This methodological innovation not only enriches the theoretical dialogue on the identity of teachers, but also provides the necessary information for an institution to design adaptive policies and support systems in line with teachers’ living realities.

5. Discussion

The present research supports the emerging notion that professional identity and professional growth are interconnected and mutually shaped (Akkerman & Meijer, 2011; Beijaard et al., 2004). The Ego-Centred Network Card method revealed that identity formation occurs through relational, emotional, and institutional factors, strengthening the concept of social and dialogic identity (Gee, 2000). At the same time, the findings complicate this view by exposing tensions: relationships such as family and mentors maintain identity, but institutional pressures; publishing needs, workload and financial instability, often create contradictions that teachers have to negotiate. This duality corresponds to Kelchtermans’ notion of identity (Kelchtermans, 2009) as being characterised both by vulnerability and by capacity, but it extends to show how emotional relationships are actively buffering institutional pressures.

The results also show that identity is influenced and formed by development. Educators with strong relational foundations—mentors, colleagues, supportive institutional environments—are more engaged in reflective practices and clearer in their professional goals. This conclusion is consistent with Yin and Yang’s longitudinal study (Yang & Yin, 2024), which shows that continuous professional commitment is sustained by emotional and interpersonal networks. However, contradictions emerge, teachers seek international recognition and academic prestige while relying on family and family support for meaning and continuity. Therefore, identity appears to be a place of aspiration and constraints, where growth is possible but dependent on the alignment of the relationship, the emotional and the institutional dimension.

From a methodological point of view, the method of ego-centred network cards provides an extraordinary epistemological contribution. Unlike interviews or surveys based on sequential verbal accounts, network cards are spatially displaying the complexity of professional networks. This visual mapping reveals hidden aspects of identity—emotional work, informal guidance and institutional challenges, which are often implicit or difficult to articulate (Sántha, 2017, 2020). Importantly, cards reveal structural features such as low-speed networks (cases 10) that signal isolation or stagnation, and dense maps (cases 1, case 9) that highlight aspirational trajectories and relationships. These contrasts expand the theory of sociocultural identity (Holland et al., 1998; Wenger, 2009), showing that identity is not only fluid, contextually embedded, but also structurally patterned, with gaps and bridges on which institutions can act.

The practical implications are clear; teacher education programs must go beyond the training of skills and include identity formation as a central objective. Institutions should create environments where the dimensions of relationships and emotions are valued alongside professional competences. Structured mentoring schemes, peer-to-peer reflection and recognition of emotional work are essential. Policies that recognise the emotional contributions of teachers and provide a support channel align with global frameworks such as UNESCO’s emphasis on the well-being and autonomy of teachers (UNESCO, 2016). By viewing identity as a dynamic negotiation in the areas of relationship, emotionality, and institution, the research reframes the development of teachers not as a linear path but as a relationship journey characterised by choices, contradictions, and meaning construction.

Despite these contributions, some limitations should be acknowledged. The recommendation to be used for convenience sampling by a small group of 11 Indonesian EFL teachers limits the generalisation of the results and reflects a specific cultural and institutional context. The visual method of the self-centred network card provides unique insights, while also introducing subjectivity. Participants vary in the way they represent relationships, and researcher interpretations inevitably involve judgment. The interviews were used to clarify meaning, but the possibility of misinterpretation still exists. Furthermore, the unstandardised card format created heterogeneity, enriching reflection, but complicating systematic comparisons. Finally, the study was primarily based on self-reported and self-constructed data that could be influenced by selective recall or social need.

6. Conclusions

This research provides in-depth insight into the formation and evolution of professional identity among EFL instructors in higher education, emphasising the interconnected and coconstructive nature of these processes. Utilising an innovative approach with ego-centred network card analysis, the study uncovers that educators’ identities are developed not independently, but through a web of relational, emotional, and institutional influences. By creating visual maps of their professional environments, participants articulated complex identity stories, showcasing not only influential elements but also the interactions and conflicts between them.

From a methodological standpoint, employing ego-centred network cards marks a noteworthy advancement in identity research. In contrast to interviews or surveys, which frequently focus on verbal expression and linear progression, this visual and participatory method effectively captures the complex nature of identity development. It allows both researchers and participants to explore emotional dynamics, relational ties, and institutional pressures that are typically hidden or challenging to express verbally. Consequently, this method is promising for academic study and also beneficial for teacher education, mentorship design, and institutional planning, offering educators a reflective framework to assess and enhance their professional identities.

In the future, research could broaden this method by employing longitudinal studies to investigate how identity formations evolve, especially in the face of career shifts, policy changes, or institutional reorganisations. Additionally, cross-cultural studies would add value by shedding light on how different sociocultural settings influence identity development and career advancement. Furthermore, combining network card analysis with other qualitative and quantitative methods—such as thematic coding, narrative inquiry, or social network analysis—could enhance our insight into the relational structure of the teaching profession.

In conclusion, this research promotes a comprehensive approach to supporting teachers, emphasising the emotional, relational, and aspirational aspects of their professional lives. By creating environments that simultaneously foster identity and growth, educational institutions can develop resilient, introspective, and forward-thinking educators ready to handle the challenges of today’s teaching landscape.