English abstract
The present study aimed at investigating the impact of conducting a Master's of
Education research in ELT on the development of Omani EFL teachers' professional identities
(TPI). Besides, it sought to investigate the factors that influence the sustainability of a teacher-asresearcher identity upon the completion of the research and returning back to schools. Hence,
data has been collected through semi-structured interviews with six EFL teachers who have
completed their M. Ed research and graduated from SQU between 2016 and 2018, their senior
teachers or regional supervisors and some university faculty members who have been involved in
thesis supervision. Qualitative content analysis has been used for data analysis to search for
underlying themes and categories in the data.
The findings of the present study confirmed the dynamicity and the continuously
changing status of teachers' professional identities. Explicitly, the present study has shown that
M. Ed research in ELT had the potential to empower the participant EFL teachers' PIs. TPI
Empowerment was manifested in two facets of empowerment: Empowerment of the self and
empowerment of others. Empowerment of the self was represented in the development of the
identities of 'lifelong learners' who displayed confidence and professional efficacy in their
research skills and hence embraced research as a self-directed autonomous form of CPD; and
'research-informed practitioners' whose instructional efficacy has been enhanced inasmuch as
their practice has been reformed and informed through their research. Further, empowerment of
others was represented in the development of the identity of 'change catalysts' who displayed a
commitment to contribute to uplifting ELT policy and practice in Oman at the micro and macro
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levels. Moreover, the current study unveiled three factors that influence the sustainability of a
teacher-as-researcher identity; namely, internal and external factors. Internal factors were
represented in teachers' self-efficacy beliefs, research-oriented personality and the development
of their intrinsic motivation and favorable attitudes towards research as an independent form of
CPD. Additionally, the reported external contextual factors were categorized into ministerial and
institutional factors which appeared to negatively influence the sustainability of a research
identity post the degree. That is, ministerial factors were related to the absence of ministerial
follow-up and support and lack of ministerial recognition and incentives while institutional
factors were associated with time constraints and workload, the unsupportive school environment
and the lack of collaboration between schools and universities in supporting teacher research. For
this reason, teachers reported a sense of frustration which could have created tensions and
fragmentations in their TPIs. Thereupon, the present study has shown that the negative
counterinfluence of the contextual factors has prevailed over the positive influence of the internal
factors. Wherefore, in light of the findings of the current study, implications for future practice
and future research have been outlined.
