Who are teachers? A study of identity hierarchy

Yılmaz, Ferat; İlhan, Mustafa

doi:10.1080/2331186x.2017.1384638

Cited by 9 publications

(8 citation statements)

References 76 publications

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“…In their search for the answers to these questions, foreign researchers, particularly American ones, attribute special significance to the specifics of the American education system that determines the social contexts and professional opportunities within which the formation of teachers' professional identity takes place. Moreover, they adopt various identity construction theories trying to understand how teachers realize their professional "Self" in reformatory climate conditions (Buchanan, 2015;Yilmaz, Ilhan, 2017). Unlike Russian researchers, foreign scholars also pay great attention to the comparative study of professional self-awareness and professional identity of teachers from different age groups.…”

Section: Resultsmentioning

confidence: 99%

Young teachers’ professional identity in the conditions of social, labor, and digital transformation of Russian society

Lubsky¹,

Chikarova²

2021

PyR

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In society, there is a perception of young teachers as the future of the Russian education system who need constant patronage due to their lack of professional experience and skill. However, young teachers present not only a professional resource for the future of Russian education but also a social group with its own interests and values that is able to make a significant contribution to the development of general education in the present. Study proposes a multidimensional methodological construct of the sociological study of the professional identity of young teachers in Russian society developed within the “soft conception” of identity with consideration of both Russian and foreign theoretical and methodological experience. The internal and external factors for the formation of young teachers’ professional identity, as well as the structure, functions, and the real and ideal types of this identity are identified. The detection of tendencies in the development of real professional identity allows identifying the direction of the transformation of young teachers’ professional identity in Russian society via the comparison with ideal types.

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Section: Resultsmentioning

confidence: 99%

Young teachers’ professional identity in the conditions of social, labor, and digital transformation of Russian society

Lubsky¹,

Chikarova²

2021

PyR

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“…W tych ramach znajdują się wartości dotyczące zawodu nauczyciela, postrzegania skuteczności, przekonań, emocji, postaw, elementów mikropolitycznych dotyczących porządku szkoły i obowiązującej wiedzy. Na elementy te -kształtujące tożsamość zawodową nauczycieli -wpływają różne czynniki biograficzne, cechy osobowości, motywy bycia nauczycielem, własne doświadczenia edukacyjne, które w konsekwencji warunkują motywację do pracy, rozwoju zawodowego oraz zdolności do zarządzania zmianami edukacyjnymi i odzwierciedlania ich w praktyce nauczycielskiej (Yilmaz, Ilhan, 2017).…”

Section: Tożsamość Zawodowa Nauczycielaunclassified

The teacher in the changing social and educational reality

Gaweł-Luty,

Bartkowiak,

Piekarski

2024

JoMS

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Cel pracyCelem artykułu jest analiza funkcjonowania nauczyciela we współczesnej rzeczywistości społecznej i edukacyjnej.Materiał i metodyMetoda analiza piśmiennictwaWynikiAutorzy wskazywali na teorie analizy struktury społecznej, roli społecznej nauczyciela, tożsamości zawodowej, kompetencji, stosunku do polityki edukacyjnej. Autorzy zwrócili również uwagę na wybrane przyczyny braku poczucia bezpieczeństwa nauczycieli w kreowaniu swojej roli zawodowej.WnioskiWspółczesna oświata napotyka zarówno na problemy związane z jej usytuowaniem w ramach zmieniającej się struktury społecznej, jak również w zakresie określenia roli społecznej nauczyciela, poczucia jego tożsamości zawodowej, kompetencji czy też stosunku do polityki edukacyjnej. Stąd za ważny uznać należy postulat prowadzenia w sposób ciągły badań obejmujących funkcjonowanie środowiska edukacyjnego zwłaszcza w zakresie: - właściwego zarządzania zmianami oświatowymi; - analizy społecznych skutków wprowadzania zmian w systemie kształcenia; - prognozowania pożądanych kierunków kształcenia w powiązaniu z potrzebami rynku pracy; - diagnozowania źródeł braku poczucia bezpieczeństwa pracy nauczyciela; - optymalizacji działań w kreowaniu systemu edukacji poprzez analizę zgłaszanych potrzeb przez nauczycieli, uczniów, ich rodziców i innych interesariuszy.

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“…Teachers are one of the fundamental elements of the education system. They are a role model who motivates and encourages students for great achievement [ 24 ]. Teaching is a physically and mentally challenging profession because they waste a lot of energy in their daily occupations in the classroom.…”

Section: Introductionmentioning

confidence: 99%

Depressive symptoms and associated factor among public school teachers in Jimma town, Southwest, Ethiopia 2020: a multi-disciplinary, cross-sectional study

et al. 2022

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Background Depression is a common mental disorder and the leading cause of disability globally. Depression has a significant impact on the quality of life, cognition, emotion, and daily functioning and leads individuals to 39% of suicide globally. Previous studies reported that the magnitude of depression is higher among teachers than in the general population. However, little is known in the case of Ethiopia. Therefore this study aimed to assess the magnitude of depressive symptoms and associated factors among public school teachers in Jimma town. Methods A facility-based cross-sectional study using was conducted a multistage random sampling technique. Depressive symptoms were assessed by using the Depression, Anxiety, and Stress 21 items scale. The data were entered into Epi Data version 3.1 and analyzed using STATA V 14.2. Variables with p < 0.25 in the bi-variable logistic regression analysis were entered into a multivariable binary logistic regression to identify predictors. A statistically significant association was declared at a p-value < 0.05. Result The prevalence of depressive symptoms in this study was found to be 44.7% (95% CI: 40–49.3). Moderate and severe level of occupational stress (AOR; 2.63 CI; 1.32, 5.28 and AOR; 4.15 CI; 1.83, 9.45) respectively, having stress, (AOR; 2.40 CI; 1.48, 3.90), having Anxiety symptoms (AOR; 4.43 CI; 2.79, 7.06) and consumption of alcohol (AOR; 2.21 CI; 1.11, 4.37) were identified as a significant predictor for depressive symptoms. Conclusion and recommendation The study revealed that there is a high prevalence of depressive symptoms among participants. Moderate and severe levels of occupational stress, having stress, having anxiety, and consumption of alcohol were factors that are significantly associated with depressive symptoms. Therefore, giving awareness and routine screening of depressive symptoms among teachers is crucial in early detection and management.

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Who are teachers? A study of identity hierarchy

Cited by 9 publications

References 76 publications

Young teachers’ professional identity in the conditions of social, labor, and digital transformation of Russian society

Young teachers’ professional identity in the conditions of social, labor, and digital transformation of Russian society

The teacher in the changing social and educational reality

Depressive symptoms and associated factor among public school teachers in Jimma town, Southwest, Ethiopia 2020: a multi-disciplinary, cross-sectional study

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