Noni Mia Rahmawati, Yazid Basthomi, Priyatno Ardi
Emotions play a crucial role in teachers’ professional identity constructions, yet the impact of vulnerability on language teachers’ transformation and development remains underexplored. This narrative inquiry study delves into the lived experiences of two English for Specific Purposes (ESP) teachers from different universities in Indonesia to uncover how vulnerability influences their professional growth. Using a purposive sampling technique, the study gathered rich, in-depth data through semi-structured interviews, and the data were analysed thematically. The findings revealed that vulnerability is not merely a challenge, but also a catalyst for professional transformation. Social and institutional contexts emerged as key factors shaping ESP teachers’ experiences that highlighted the intricate relationship between vulnerability and professional development. By shedding light on these dynamics, this study contributes to the growing discourse on how teachers’ emotions affect their professional growth and calls for further research into the multifaceted role of vulnerability in diverse educational settings. Copyright © 2026, IGI Global Scientific Publishing. Copying or distributing in print or electronic forms without written permission of IGI Global Scientific Publishing is prohibited. Use of this chapter to train generative artificial intelligence (AI) technologies is expressly prohibited. The publisher reserves all rights to license its use for generative AI training and machine learning model development.
Universitas Islam, Malang, Indonesia; Universitas Negeri, Malang, Indonesia; Universitas Sanata Dharma, Indonesia
