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Who Am I? Why Am I Here? Teachers Losing Their Professional Identity and Commitment During Challenging Times

Watkins, Maxine (2017) Who Am I? Why Am I Here? Teachers Losing Their Professional Identity and Commitment During Challenging Times. In: Papers from the Education Doctoral Research Conference Saturday 26 November 2016. University of Birmingham, Birmingham, pp. 185-192. ISBN 9780704428669

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Abstract

With ongoing concerns in England regarding teacher recruitment and retention, one challenge for government and school leaders is to foster commitment to the profession. Professional identities and career phases influence teacher commitment, and while previous studies have focused on developing a professional identity in early career, relatively fewer studies examine how teachers sustain their professional identity and commitment over time. Stemming from a PhD study, which explores the development of identity across a teaching career, this paper explores the experiences of three teachers working in different career phases and the relationship between times when they have lost their sense of identity and the ensuing decline in commitment. Analysis reveals that, during challenging times, teachers in all three stages of their career teachers can lose their sense of identity and experience a decline in their commitment to the school they are working in or to the teaching profession as a whole.

Item Type: Book Section
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The full-text of the papers from the conference can be accessed via the Official URL.

Uncontrolled Keywords: teacher recruitment and retention, professional identity, teacher commitment, teacher commitment over time, sense of identity, decline in commitment, Education Doctoral Research Conference 2016
Subjects: B Philosophy. Psychology. Religion > BF Psychology
L Education > L Education (General)
L Education > LB Theory and practice of education > LB1501 Primary Education
Divisions: Academic Departments > Institute of Education
Related URLs:
Depositing User: Maxine Elizabeth Watkins
Date Deposited: 29 Mar 2017 07:03
Last Modified: 29 Mar 2017 07:13
URI: https://eprints.worc.ac.uk/id/eprint/5423

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