Exploring English language teachers’ identity on Instagram: insights from the looking glass self theory

While social media is widely used by English language teachers, their experiences on these platforms remain underexplored in academic literature. This study delves into how Iranian English language teachers' perceptions of user preferences shape their content creation and self-identity. Employing the Looking Glass Self (LGS) framework, the research focuses on three key areas: teachers' perceptions of Instagram preferences, the influence of these perceptions on their content, and the subsequent effect on their self-identity. Through qualitative analysis of narrative frames and semi-structured interviews with sixteen teachers, the findings reveal that Instagram is predominantly seen as an entertainment platform. Teachers adapt their content to align with the perceived entertaining and creative interests of users. Additionally, the study highlights that teachers' self-identity is significantly influenced by user feedback. Positive responses foster continued engagement, while negative feedback and the complexities of Instagram’s algorithm can lead to feelings of vulnerability and identity negotiation.