摘要：This mini field-based study has explored the issue of teacher identity in the field of SLE. It highlights the significance of the issue and gives a comprehensive review of the body of literature available in this comparatively newer focus of study in the field. This study reports that second language teachers are primarily concerned about student achievement and institutional evaluation beside numerous other factors such as job satisfaction, socio-economic concerns, choices of teaching strategies and tools and native and non-native speaking issues which directly and indirectly influence the second language teacher identity. This study also reports a few very personal teacher narratives and finally concludes that today’s second language teaching scenario is pleasant; teachers are enthusiastic, motivated and focused on student achievement which they believe is the end of all their endeavours.
