Stories of teacher professional identities: perceptions of International Baccalaureate Diploma Programme teachers before and during the COVID-19 pandemic

Ciacoi, Diane Kimberley (2024) Stories of teacher professional identities: perceptions of International Baccalaureate Diploma Programme teachers before and during the COVID-19 pandemic. Ed.D thesis, University of Glasgow.

Abstract

This study explores the extent to which the COVID-19 pandemic and its effects on schools influenced the perceived professional identities of International Baccalaureate (IB) Diploma Programme (DP) teachers. Teachers’ views surrounding their profession, combined with the values and beliefs they prioritise, shape how they approach their roles and responsibilities in practice. Additionally, teachers’ identity characteristics connect to other aspects of their experiences, such as their self-esteem, motivation, and sense of purpose as practitioners.

To provide theoretical grounding for the study, the literature review in Chapter Two explores the nuances of suggested teacher professional identity (TPI) definitions proposed by different researchers and the factors that can shape TPI from various contexts. Chapter Three presents the narrative inquiry methodological approach that directed this empirical study. In line with the interpretivist research paradigm, the narrative interview (NI) data collection method and Braun and Clarke’s (2006) six-phase thematic analysis (TA) guided the inductive determination of themes from the data. The subsequent two chapters present the data from the three narrative interviews conducted with each of the four participants. Chapter Six analyses the five themes that emerged from the data and evaluates their impact on the participants’ TPIs in light of theories presented in the literature review chapter and findings from more recent studies.

The concluding chapter summarises the findings for each of the three research sub-questions. The participants in this study maintained certain core elements of their TPIs, irrespective of the contextual changes they experienced. They did, however, experience fluctuations in certain peripheral sub-identities while they navigated the unprecedented context of the pandemic. The study clarified that the dynamic aspect of TPI refers to how it is a constant process of negotiation and interaction between individuals and their surroundings. However, the participants’ TPI was not volatile or easily altered despite its dynamic nature. The pandemic represented a temporary change of context, which ultimately meant that some of the adjustments the participants experienced during that time were also short-term. This study additionally highlighted the reciprocal impact between the participants’ TPIs and the contexts in which these were enacted. The final chapter also includes a discussion of the methodology’s strengths and limitations, areas for future research, and implications for ongoing professional learning and school communities relative to a warranted increase in attention placed on cultivating teachers’ professional identities.

• Item Type: Thesis (Ed.D)
• Qualification Level: Doctoral
• Subjects: L Education > L Education (General)
• Colleges/Schools: College of Social Sciences > School of Education
• Supervisor's Name: Franchi, Dr. Leonardo
• Date of Award: 2024
• Depositing User: Theses Team
• Unique ID: glathesis:2024-84723
• Copyright: Copyright of this thesis is held by the author.
• Date Deposited: 22 Nov 2024 16:42
• Last Modified: 22 Nov 2024 16:44
• Thesis DOI: 10.5525/gla.thesis.84723
• URI: https://theses.gla.ac.uk/id/eprint/84723