Exploring Teacher Identity in an Islamic Boarding School in Aceh Besar

This study investigates how English language teachers in an Islamic boarding school (pesantren) in Aceh Besar construct and negotiate their professional identities and how these identities influence their perceptions of their roles as educators. Using a qualitative approach, data were collected through semistructured interviews with four English teachers at Darul Ihsan Islamic Boarding School, all of whom also serve as dormitory supervisors. Narrative and thematic analyses revealed that teacher identities in this context are multifaceted, integrating pedagogical expertise with moral guidance, spiritual mentorship, and community leadership. Participants consistently embedded Islamic values into classroom practices, turning language teaching into a means of character development. While they valued modern, communicative teaching methods, they adapted these to align with the pesantren’s religious and cultural norms. The findings also show that teacher identities evolved over time, shifting from a purely instructional focus toward a holistic view of teaching as both intellectual and spiritual guidance. This study contributes to the understanding of teacher identity in faith-based educational settings and offers implications for professional development that harmonizes contemporary pedagogy with religious values.