Mathematics and Science Teachers' Perceptions of the Factors Influencing Teaching and Professional Identity

Autor/inn/en	Ambusaidi, Abdullah K.; Alhosni, Khoula Z.
Titel	Mathematics and Science Teachers' Perceptions of the Factors Influencing Teaching and Professional Identity
Quelle	In: Problems of Education in the 21st Century, 81 (2023) 3, S.303-326 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ambusaidi, Abdullah K.) ORCID (Alhosni, Khoula Z.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1822-7864
Schlagwörter	Elementary School Teachers; Middle School Teachers; High School Teachers; Mathematics Instruction; Science Instruction; Professional Identity; Influences; Teacher Attitudes; Teacher Effectiveness; Context Effect; Teaching (Occupation); Teaching Experience; Sex; School Location; Individual Differences + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Influence; Einfluss; Einflussfaktor; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching; Lehrberuf; Geschlecht; Geschlechtsverkehr; Schulgelände; Individueller Unterschied
Abstract	Professional identity has a significant impact on teachers' interpretation of their different roles and their understanding of how to perform these roles. This study aimed to explore mathematics and science teachers' perceptions of the factors influencing their teacher professional identity within three dimensions: teaching efficacy, teaching profession, and teaching context. Mathematics and science teachers (N = 395) who were teaching in grades 5 to 12 participated in the study. To address the research aims, we administered a questionnaire to gather information on the factors influencing teacher professional identity. The quantitative data on the teachers' perceptions of the factors influencing their teacher professional identity showed that the teaching efficacy dimension ranked the highest, the teaching context dimension ranked second and the teaching profession dimension third. The teachers' perceptions were largely influenced by three main factors: years of teaching experience, gender, and school location. The teachers' responses to the questionnaire's open-ended questions highlighted some issues related to the quality of the professional development programs available to teachers. (As Provided).
Anmerkungen	Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: problemsofeducation@gmail.com; Web site: http://www.scientiasocialis.lt/pec/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01