Level of Professional Identity Development among teachers in two Selected Secondary Schools

Abstract

The purpose of this study was to understand the level of professional identity
development among teachers in Burayu and Dalo secondary schools found in Burayu
and Nekemte Towns respectively. Data were collected from teachers who were available
at the time of the school visits. Sixty-two (62) teachers filled the questionnaire. Out
of those who filled-in the questionnaire six teachers participated in the interview.
Both qualitative and quantitative data analysis techniques were used. Thematic
descriptions, frequency, mean scores, t-test, and one-way ANOVA were used to analyze
the collected data. The result indicated that the teachers’ professional identity as
measured along four indicators (namely, job-satisfaction, occupational commitment,
self-efficacy and work motivation) seemed to be in crisis. Among the four indicators
only one (i.e. self-efficacy) was positively rated. The cumulative result indicated that
the teachers’ professional identity development was below the expected level. While
teaching beliefs, professional socialization and career progression were important
correlates of professional identification, professional socialization was found to be the
most important one followed by opportunities for career progression. The result also
indicated that teaching was not the respondents’ choice and they came to teaching due
to lack of any better option in life. It was learned that after joining the profession the
teachers are struggling with many contextual as well as personal factors affecting the
strength of their professional identity. The implications of these and other findings of
the study were identified and suggestions for further research were also forwarded.