Research into the interplay between EFL teachers’ professional identity and EFL students’ grit in Libya

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Introduction: This study aims to examine the interplay between EFL Teacher's Professional Identity and EFL Student's 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.

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