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Professional Identity Matters: Agency, Emotions, and Resilience

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Book cover Research on Teacher Identity

Abstract

Schools in many countries have been subject to a continuing series of externally-initiated reforms over the last two decades. These reforms are widely reported to have resulted in increased bureaucracy, scope and intensity of work, external surveillance, and changes in the nature of teachers’ professional orientation to work, which consequently challenged existing professional identities to comply with ‘performativity’ agendas. Given the challenges and pressure to respond to these increasingly functionalist expectations and demands, in this chapter, I examine associations between teachers’ agency, emotional wellbeing, working contexts, and resilience, as key components of their sense of professional identity, professionalism, and perceived effectiveness.

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Authors and Affiliations

  1. Faculty of Social Science, School of Education, University of Nottingham, Nottingham, UK

    Christopher Day

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  1. Christopher Day
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Correspondence to Christopher Day .

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Editors and Affiliations

  1. University of Texas, San Antonio, Texas, USA

    Paul A. Schutz

  2. University of Oklahoma, Norman, Oklahoma, USA

    Ji Hong

  3. Indiana University, Bloomington, Indiana, USA

    Dionne Cross Francis

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Day, C. (2018). Professional Identity Matters: Agency, Emotions, and Resilience. In: Schutz, P., Hong, J., Cross Francis, D. (eds) Research on Teacher Identity. Springer, Cham. https://doi.org/10.1007/978-3-319-93836-3_6

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  • DOI: https://doi.org/10.1007/978-3-319-93836-3_6

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-93835-6

  • Online ISBN: 978-3-319-93836-3

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