ORIGINAL RESEARCH article
Front. Psychol.
Sec. Educational Psychology
Research into the Interplay between EFL Teachers Professional Identity and EFL Students Grit in Libya
Provisionally accepted
- 1ELT department, Faculty of Education, Cyprus International University,, Nicosia, North Cyprus, Türkiye
- 2Faculty of Languages, Omar Al-Mukhtar University, Shahat, Libya
- 3Human Resources Development Institute, The Libyan Academy for Postgraduate Studies, Aljabel Alakhder, Albeida, Libya
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Introduction: This study aims to examine the interplay between EFL Teachers Professional Identity and EFL Students Grit in Libya with a particular focus on how students' language grit is affected by teachers' professional identity. Methods: The study employed language grit and teacher's professional identity scales which were utilized to gather data through an online questionnaire administrated to 282 respondents (240 students and 42 teachers) from two government universities located in Aljabel Alakhder, eastern Libya. The link between students' language grit and the professional identity of English language teachers was examined via Pearson's correlation coefficient. Results: The results revealed no significant positive association between students' language grit and English language teachers' professional identity. Such results indicated that English language teachers' professional identity was not one of the original sources of students' language grit. Conclusion: The findings suggest that future educational initiatives could concentrate on enhancing teacher training and professional development and curriculum design to more effectively promote students' perseverance in language learning. In addition, incorporating humanistic and contextually aware teaching methods may cultivate more enduring motivation and engagement among language learners in Libya.
Keywords: EFL teacher professional identity1, language grit2, university students andinstructors3, relationship4, Libya5
Received: 20 Mar 2025; Accepted: 05 Nov 2025.
Copyright: © 2025 Taha, Mohammadzadeh and Hamed. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Muftah Hamed, muftah.hamed@omu.edu.ly
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