Professional self-understanding of teachers in different career stages: a phenomenological analysis

Abstract

Teachers’ sense of identity plays a central role in understanding their actions as individuals inside and outside the classroom. Therefore, it is important to determine teachers’ understanding of who they are. Thus, teachers’ opinions about their professional self-understanding in the study were aimed to be analysed. Although teacher training practices are gaining importance rapidly, it is seen that studies on how teachers evaluate themselves are not sufficiently included in the literature. For this purpose, the research was carried out using the qualitative research method and phenomenology pattern to consider teachers’ opinions about their professional self-understanding holistically. The research study group consists of 44 teachers working in primary, secondary, and high schools in the Pendik district of Istanbul. Research data were obtained from in-depth interviews with teachers through semi-structured interview forms. The findings obtained were grouped under five themes: “Image, Respect, Job Motivation, Perception of Duty, and Future Views”, considering the relevant literature. The study revealed that professional self-understanding is closely affected by emotions and teachers’ social status. Considering the relationship between social status, acceptance, and individual motivation, it is thought that the negative judgments in society about the teaching profession make individuals reluctant to choose this profession. For this reason, it can be evaluated that studies should be carried out to restore the eroded reputation of the profession in society and that this profession should be provided with much more attractive opportunities economically.