Profiling teachers' sense of professional identity

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 teac...

Full description

Saved in:
Bibliographic Details
Published in:Educational studies Vol. 37; no. 5; pp. 593 - 608
Main Authors: Canrinus, Esther T., Helms-Lorenz, Michelle, Beijaard, Douwe, Buitink, Jaap, Hofman, Adriaan
Format: Journal Article
Language:English
Published: Dorchester-on-Thames Routledge 01.12.2011
Taylor & Francis Ltd
Subjects:
Belonging
Cluster analysis
Cultural identity
Data analysis
Foreign Countries
Identification
Identity
Job Satisfaction
Motivation
Multivariate Analysis
Netherlands
Occupational commitment
Professional Identity
Professional Isolation
Profiles
Questionnaires
Racial profiling
Satisfaction
Secondary education
Secondary School Teachers
Self Concept
Self Efficacy
Teacher Motivation
Teacher Persistence
Teacher Role
Teacher Surveys
Teachers
Teaching
Teaching (Occupation)
teaching experience
Typology
Netherlands
ISSN:0305-5698, 1465-3400
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary: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.
Bibliography:SourceType-Scholarly Journals-1
ObjectType-Feature-1
content type line 14
ObjectType-Article-2
content type line 23
ISSN:0305-5698
1465-3400
DOI:10.1080/03055698.2010.539857