How professional status influences Botswana teachers’ self-perceived professional identity: A social symbolic interaction perspective

Abstract

This study aimed to gain a deep understanding of how teachers in Botswana develop their professional identity and how it is shaped by their professional status. Using a qualitative approach, in-depth interviews were conducted to understand how teachers develop their professional identity. Based on a social symbolic interaction perspective, this study's findings revealed that being a teacher is informed by various social interactions within teachers' contexts. Furthermore, this study revealed that a teacher's professional identity is shaped by the professional status of teaching. Teachers' narratives reveal social interactions, such as limited resources and interactions with students, parents, society, and educational administration, which are constructs of teachers' professional identity. The practical implications for effecting change in the educational system include addressing resource disparities, reallocating educational resources, and enhancing autonomy. Rather than grade bands based on performance and qualification, factors such as experience and demonstrated competence could be considered. Lastly, strengthening regulations that pertain to the teaching profession and providing official recognition may also contribute to reshaping teachers' professional identity.