TEACHER SELF-EFFICACY AND PROFESSIONAL IDENTITY AMONG INDONESIAN NON-SPECIALIST EFL TEACHERS: A MULTIPLE CASE STUDY IN PRIMARY SCHOOL CONTEXTS

Abstract

This study examines the development of teacher self-efficacy and professional identity among non-specialist English as a foreign language (EFL) teachers in Indonesian primary schools who lack formal training in English language teaching (ELT). It investigates how these teachers construct their professional roles and self-beliefs through experiential learning within a low-support educational environment. Using a qualitative multiple-case study design, data were collected through semi-structured interviews, classroom observations, and document analysis which involves four primary school teachers. The findings indicate that mastery experiences - particularly successful classroom teaching - were the most influential in building self-efficacy and shaping professional identity. Vicarious experiences, often accessed through online resources and personal educational histories, also contributed significantly by enhancing instructional strategies and confidence. However, emotional challenges such as imposter syndrome and identity vulnerability emerged, especially in under-resourced schools. The study underscores the dynamic interplay between self-efficacy and professional identity and highlights the need for targeted, context-sensitive support for non-specialist teachers. These findings offer new insights into teacher development in marginalized educational contexts and suggest practical strategies to promote professional growth in similarly resource-constrained settings.