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Abstract
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The value of teaching for future generations cannot be overstated, so there needs to be a global appreciation that makes it clearer and easier to understand what teachers do professionally. It is impossible to dismiss the sacrifices made by teachers, especially during COVID-19 when the entire world was impacted. The goal of this investigation was to evaluate how educators' identities were impacted by the coronavirus epidemic. As a matter of fact, this study investigated how different factors influenced the identities of English language instructors by examining the personal and professional experiences that shaped those identities. The quantitative approach was employed to achieve the goal of this investigation. For this study, fifty EFL instructors from Bushehr, Iran, were randomly selected. Noi et al.'s (2016) 40-item, 5-point Likert scale questionnaire was used to reveal the identities of EFL teachers. The study's findings showed that the participating educators had a strong sense of their own professional identities in connection with their own educational needs. They also had above-average acumens of their professional identities in terms of professional socialization, job development, and expertise in the field.
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