Exploring teacher professional identity of public school veteran teachers: A multiple-case study
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ID: 285556
2025
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Abstract
Being the core of who teachers are and what they do, teacher professional identity (TPI) shapes teachers’ behavior and influences student learning. However, only a few studies concentrate on those who have stayed longer in the profession, particularly older and so-called ‘veteran’ teachers (VTs) with at least 20 years of experience. Aiming to provide insights into their TPI as crucial information to support their continued practice in promoting student achievement, this multiple case study approach explored how VTs in public school settings describe their TPI based on its essential features and teaching practices that reflect their identity. Two cases of VTs participated based on teaching position –Master Teacher I-III VTs and Teacher II-III VTs, generating qualitative data from semi-structured interviews, documentary analysis, and participant observations. Reflexive thematic analysis for each case and cross-case analysis revealed that VTs’ TPI is shaped by professional career milestones and personal life events. These VTs perceive their TPI as having several sub-identities based on professional growth, teaching role evolution, and expansion over their career stages. Various contextual factors strengthen VTs’ TPI, such as professional support from the principal and colleagues, motivational influences through family, and continual professional development activities, while also facing constraining factors such as teacher challenges and demotivators. VTs exercise their teacher agency by shaping their professional paths with engagement in professional growth and development. VTs’ TPI is reflected through a flexible application of established, time-tested strategies and innovative, ICT-based, learner-centered teaching practices. Finally, a veteran teacher professional identity model was developed, explaining the context-based nuances of their TPI. Conclusions and recommendations were discussed, which may be utilized for policy-making, program development, and future research, improving empirical knowledge on TPI.
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| Authors | Albite, Richel Pacaldo |
| Journal | Malay Journal |
| Year | 2025 |
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| Keywords | Keywords not found |
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