This study investigated the complex experiences of Iranian English for Academic Purposes (EAP) teachers, focusing on their identity development and conflict. Using a qualitative approach, it examined how five psychological and four contextual factors influence identity formation among 10 language and 10 content teachers across Iranian universities. Data from structured and semi-structured interviews were analyzed using reflexive thematic analysis and grounded theory. Key findings revealed a shared lack of appreciation, isolation, and diminished career enthusiasm, despite strong competence and commitment. Both groups reported limited teamwork, pay dissatisfaction, and a lack of relevant professional development. Language teachers experienced hierarchical views, while content teachers reported neutral status. Systemic issues, including prioritization of research over teaching and limited communication with policymakers, were evident. Language teachers had more positive student interactions than their content-area counterparts. Analysis of identity conflict revealed five external factors for language teachers and eight for content teachers. This research demonstrated a complex interplay of factors influencing EAP teacher identity, affirming its non-linear and multifaceted nature. The findings offer valuable insights for various stakeholders, including ministries and universities, suggesting a need for greater institutional support and a re-evaluation of EAP teacher roles within higher education.
