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Educational Studies Volume 37, 2011 - Issue 5
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Articles

Profiling teachers’ sense of professional identity

Esther T. Canrinus University Centre for Learning and Teaching, University of Groningen, Landleven AD Groningen, The NetherlandsCorrespondence[email protected]
,
Michelle Helms‐Lorenz University Centre for Learning and Teaching, University of Groningen, Landleven AD Groningen, The Netherlands
,
Douwe Beijaard Eindhoven School of Education, Eindhoven University of Technology, Eindhoven, The Netherlands
,
Jaap Buitink University Centre for Learning and Teaching, University of Groningen, Landleven AD Groningen, The Netherlands
&
Adriaan Hofman University Centre for Learning and Teaching, University of Groningen, Landleven AD Groningen, The Netherlands
Pages 593-608 | Published online: 20 Jan 2011
 
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Abstract

This study shows that professional identity should not be viewed as a composed variable with a uniform structure. Based on the literature and previous research, we view teachers’ job satisfaction, self‐efficacy, occupational commitment and change in the level of motivation as indicators of teachers’ professional identity. Using two‐step cluster analysis, three distinct professional identity profiles have empirically been identified, based on data of 1214 teachers working in secondary education in the Netherlands. These profiles differed significantly regarding the indicators of teachers’ professional identity. Teachers belonging to the found profiles did not significantly differ in their amount of experience.

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