University of Isfahan Applied Research on English Language 3134-0644 15 2 2026 04 01 Factors Behind Emotional Damage to EFL Teacher Professional Identity 103 140 30578 10.22108/are.2026.148702.2734 EN Ali Banisharif Department of Foreign Languages and Linguistics, Shiraz University, Shiraz, Iran Seyyed Ayatollah Razmjoo ,Department of Foreign Languages and Linguistics, Shiraz University, Shiraz, Iran 0000-0002-6542-9399 Mohammad Saber Khaghaninejad Department of Foreign Languages and Linguistics, Shiraz University, Shiraz, Iran Aliyar Ahmadi Department of Sociology and Social Planning, Shiraz University, Shiraz, Iran Journal Article 2026 04 21 Teacher professional identity is an important driver of teacher motivation and efficacy. However, literature on emotions and EFL teacher professional identity shows that scarce research has been conducted on emotional damage to EFL teacher professional identity. To bridge this gap, this study carried out an investigation into the factors contributing to emotional damage to teacher professional identity in Iran, employing a qualitative research design. For this purpose, twenty-one Iranian EFL teachers participated in semi-structured interviews, and sixteen of them were selected for this study through purposive sampling. The data were analyzed using an inductive thematic analysis method, and codes and themes were identified and interpreted with the help of MAXQDA software. The findings showed that the factors causing the emotional damage can be classified into two categories of personal ecology and contextual ecology factors. Personal ecology factors included professional capital and personal dispositions, while contextual ecology factors involved societal recognition, institutional environment, workplace conditions, and economic conditions. Finally, a comprehensive model of the emerged themes, codes, and sub-codes was developed. Among the many educational implications of this research are the development of more efficient support systems for teachers, a revolutionary transformation in learning environments, and the revival of teachers' motivation and energy in the long term. https://are.ui.ac.ir/article_30578_19d10807302cd9db40bcb4d962ce0ee7.pdf