University of Worcester Worcester Research and Publications

Teachers' Professional Identity in the Context of Education Change Within Trans Nzoia East District, Kenya.

Kimaliro, Eunice (2015) Teachers' Professional Identity in the Context of Education Change Within Trans Nzoia East District, Kenya. PhD thesis, University of Worcester.

ATHESIS Jan 2015- Final xxxmWISHO.pdf - Submitted Version

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Despite the growing literature on teachers’ professional identity (Beijaard et al. 2004, Day et el 2006, Hextall et al.2007,Sutherland et al. 2010, Canrinus et al.2011), there is little concurrence on what it should mean and few examples of studies from schools in sub Saharan Africa (Smit and Fritz 2008, Barrett 2006). This sociological study contributes to the knowledge of teachers’ professionalism by presenting subjectivities and socio-institutional discourses said to shape teachers’ post training identity and role in education change as experienced within a given Kenyan primary school.
The literature indicates that whilst identity is perceived to be core to motivation, the different expressions of self, subject and identity placed alongside competing discourses of professionalism widen the scope for diverse discourses of teachers’ professional identity (Sachs 2005) to emerge. Since professional identity is socially derived (Cohen 2008) and discourse mediated this study contributes to knowledge by illustrating how contextually held interpretations of teacher professionalism influence their role in reform contexts. Teachers’ role expectations are examined alongside the social suggestions of significant others. Ethnographic data collection methods and thematic analysis are intended to highlight the emerging discourses and their impact on the given population.
The findings suggest teachers are caught between expectations influenced by organisational and occupational professionalism which put reform processes outside their immediate jurisdiction but appeal to their altruistic occupational orientation in fulfilling managerially determined objectives. Teachers post training identity is said to be influenced by pre-service training, the interface between curriculum and examination requirements, pedagogical practices framed by professional and community norms and by their individual sense of discipline, dedication, self-sacrifice and moral purpose. Pupil and parental expectations seen against contextual realities challenge various forms of teacher professionalism and education reforms.

Item Type: Thesis (PhD)
Additional Information:

A thesis submitted in partial fulfilment of the University's requirements for the Degree of Doctor of Philosophy.
A print copy of the thesis is held on Level 4 of the Hive.

Uncontrolled Discrete Keywords: primary schools, teachers' professional identity, Kenya, education change
Subjects: L Education > LG Individual institutions (Asia. Africa)
Divisions: College of Arts, Humanities and Education > School of Education
Depositing User: Janet Davidson
Date Deposited: 24 Aug 2015 09:29
Last Modified: 17 Jun 2020 17:07

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