Profiling teachers’ sense of professional identity

Abstract

This study shows that professional identity should not be viewed as a composed variable with a uniform structure. Based on the literature and previous research, we view teachers' job satisfaction, self-efficacy, occupational commitment and change in the level of motivation as indicators of teachers' professional identity. Using two-step cluster analysis, three distinct professional identity profiles have empirically been identified, based on data of 1214 teachers working in secondary education in the Netherlands. These profiles differed significantly regarding the indicators of teachers' professional identity. Teachers belonging to the found profiles did not significantly differ in their amount of experience.

Exploring what works in professional development: an assessment of a prototype intervention and its accompanying design principles

“…'(…)teacher change is also affected by individual and school factors' (Smith and Gillepsie 2007, p. 225). Individual aspects are teacher motivation (Day 2002, Kirkpatrick and Kirkpatrick 2006, Smith and Gillepsie 2007, Canrinus et al 2011, teacher concerns (George et al 2006, Smith and Gillepsie 2007, Hall and Hord, 2011 and teacher self-efficacy (Bandura 1997, Day 2002, Smith and Gillepsie 2007, Schwarzer and Hallum 2008, Canrinus et al 2011, Thurlings et al 2014. Following the attitude definition presented by Ajzen and Fishbein (2000), as the 'evaluation of an object, concept, or behaviour along a dimension of favor or disfavor, good or bad, like or dislike' (Ajzen and Fishbein 2000, p. 3), and the fact that modern theories of motivation are more focused on the relation of attitudes, beliefs, values, and goals with action (Eccles and Wigfield 2002) the constructs of motivation, concerns and self-efficacy emerge regularly.…”

Valuing Cultural Identity for Successful Teaching and Learning: Applying Culturometric Committed Communication Humanist Principles in Educational Contexts

“…Parallèlement, l'apprenant peut être autonome dans la construction de son savoir ou bien dépendant de l'enseignant pour l'acquisition de compétences formellement définies. L'identité culturelle, tant de l'enseignant que des apprenants est dépendante du contexte (Canrinus, Helms-Lorenz, Beijaard, Buitink & Hofman, 2011 ;Houssaye, 2014 …”

Lecturers' professional identity: The chase of chartered accountants in academia

“…The professional identity formation of lecturers contributes in meaningful ways to their effectiveness and their level of motivation and willingness to further develop as professionals (Canrinus, Helms-Lorenz, Beijaard, Buitink and Hofman 2011). Should accounting lecturers perceive themselves more as university lecturers rather than CA's, then how they spend their time and energy may determine their professional development priorities.…”