Self-efficacy, job satisfaction, motivation and commitment: exploring the relationships between indicators of teachers’ professional identity

Abstract

This study investigates how relevant indicators of teachers' sense of their professional identity (job satisfaction, occupational commitment, self-efficacy and change in level of motivation) are related. A model is proposed, tested with structural equation modelling (SEM) and refined using data from 1,214 Dutch teachers working in secondary education. Classroom self-efficacy and relationship satisfaction play a key influencing role in the relationships between the indicators. Using multiple-group SEM, the parameters of the overall model are similar for the novice, experienced and senior teachers in a constrained model. This aspect of similarity across experience groups is in line with findings of previous research on teachers' professional identity. The present study contributes to the further development of a solid theory on teachers' professional identity, which has been lacking.

Professional identity tensions of beginning teachers

“…Although these aspects appeared to be very useful for comparing teachers' perceived professional identities, it could have been helpful to ask more in-depth questions directed at each of these aspects. Furthermore, research on professional identity (development) of teachers that has been done can provide us with other aspects to investigate professional identity (e.g., Canrinus et al, 2012;Day et al, 2007;Izadinia, 2013). Canrinus et al (2012), for instance, investigated teachers' sense of their professional identity by means of four indicators, namely occupational commitment, job satisfaction, motivation and self-efficacy.…”

“…These many different sources may be experienced as competing or conflicting and, at least to some extent, cause or lead to professional identity tensions for beginning teachers. engagement with and motivation for the profession (Canrinus, Helms-Lorenz, Beijaard, Buitink, & Hofman, 2012;Day, Kington, Stobart, & Sammons, 2006). In order to develop a professional identity, beginning teachers need to be consciously engaged in shaping their professional identity, preferably in relationship with and supported by their teacher educators, mentors in schools and peers (Pearce & Morrison, 2011).…”

The influence of postgraduate qualifications on educational identity formation of healthcare professionals

“…This model describes the professional self and its influence on professional behaviours. It has been used to study the transformation process and development of professional identity among teachers (Abednia 2012;Anspal et al 2012;Canrinus et al 2012). The model has two dimensions: retrospective (the concept about self as one looks back from present to the past) and prospective (as one looks to the future).…”

“…Self-esteem: Valuing and evaluating oneself as a professional, involving judgement of performance. Kelchtermans' definitions of teachers' self-image and self-esteem has links to teachers' self-efficacy, which is an indicator of professional identity (Canrinus et al 2012). 3.…”

Working with children with special needs in Finnish kindergartens: Professionals and/or specialists?

“…In addition to qualifications themselves, it is clear that a positive and supportive environment is one in which ECPs and children both experience wellbeing and participation (Roffey 2012). In establishing a professional identity for those who work in early childhood it is important to consider not just qualifications and curricula but job satisfaction and wellbeing (Canrinus et al 2012). This is particularly interesting in the Finnish context because there are a range of people from different professional backgrounds working in early childhood and in kindergartens.…”