Career and Commitment in the Context of Comprehensive School Reform

Teachers’ Professional Identity Negotiations in Two Different Work Organisations

“…It appeared that teachers were more committed to the work organisation if they had enough professional agency, if they had opportunities to practise their own orientations towards the profession, and if their working practices were not subject to externally imposed major changes. The findings are consistent with the results of other studies addressing the conditions of commitment (Day et al 2005;Little and Bartlett 2002). However, they also suggest that individual agency and social suggestion are closely intertwined, being mediated in professional identity negotiations through subjects' commitment.…”

“…In a reform context, teachers have been found to experience disappointments that can weaken their commitment to teaching and work, rooted for example in: (a) frustration with shifting levels of endorsement or support from school leaders, (b) dismay over conflicts with colleagues and/or a failure of support from colleagues, (c) emotional and physical exhaustion associated with extra and unfamiliar responsibilities, (d) disagreement over the interpretation of broadly defined reform goals, and (e) tensions over the balance between teacher autonomy and institutional demands (Little and Bartlett 2002). Baruch and Cohen (2007) have suggested a number of conditions necessary for subjects' commitments.…”

“…It includes their sense of belonging, notions of commitment, and values regarding education (Beijaard et al 2004;Day et al 2005;Little and Bartlett 2002). Professional identity is held to be negotiated in the course of the individual's biography.…”

Vocational teachers in the face of a major educational reform: individual ways of negotiating professional identities

“…Reforms may also lead to experiences of dissatisfaction with work, exhaust teachers' enthusiasm and erode their commitment (Day et al 2005;Lasky 2005;Little and Bartlett 2002).…”

Resilience strategies employed by teachers with dyslexia working at tertiary education

“…Professional identities have been understood to be essential for teachers' motivation, self-efficacy, commitment and job satisfaction (Canrinus, Helms-Lorenz, Beijaar, Buitink & Hofman 2012;Day et al, 2006). In addition, teachers' perceptions of their beliefs, values, practices and intellectual and moral obligations as teachers (Little & Bartlett, 2002) as well as their personal life history (Estola, 2003;Lamote & Engles, 2010) and their future expectations and prospects about the kind of professionals they would like to be (Beijaard et al, 2004;Kelchtermans, 2009) are fundamental for teacher identity. The development of teacher identity has been reported to be a highly individual process (Lahtinen & Nevgi, 2014).…”