Advanced skills teachers: professional identity and status

Examining the relationship between job satisfaction and family ties of turkish primary school teachers

Job satisfaction of vocational agriculture teachers in the Southeastern United States was examined. A total of 355 teachers from seven states--Louisiana, Florida, Mississippi, Alabama, Virginia, Arkansas, and North Carolina--responded to the survey. Job satisfaction was measured by the Job Descriptive Index (JDI) which had six scales--work on present job, present pay, opportunities for promotion, supervision on present job, people on the job, and job in general. Fourteen demographic variables selected to be used as independent variables were age, highest degree completed, current annual salary, years of teaching experience, number of months employed per year, average number of students per class, average number of periods (1 hour) teaching per day, enrollment of school, population of community, number of professional organizations affiliated with, sex, geographical location, marital status, and religious affiliation. Three objectives were developed--(1) to determine if the selected demographic variables significantly related to the job satisfaction of the teachers, (2) to determine if the selected demographic variables significantly predict job satisfaction of the teachers, and (3) to determine job satisfaction of vocational agriculture teachers in the Southeastern United States as compared to the norm groups of the JDI. Findings revealed that annual salary, number of months employed per year, number of professional organizations affiliated with, sex, geographical location, marital status, age, years of teaching experience, religious affiliation, and number of periods teaching per day significantly correlated to job satisfaction of the teachers. It was found that number of months employed per year, number of professional organizations affiliated with, annual salary, sex, geographical location, number of periods taught per day, and age significantly predicted job satisfaction of the teachers. The study also revealed that the teachers scored higher on three measures of job satisfaction--work on present job, supervision, and people on the job--than those of the norm groups of the JDI.

Transition shock, future time perspective, professional self-concept, and professional identity among nursing interns: A cross-sectional study

Fair and transparent organizational practices are essential in shaping how nurses view their roles and responsibilities within the healthcare system. While organizational justice and professional identity are well-studied internationally, limited evidence is available at the local level, particularly in government hospital settings. This quantitative research employed a descriptive–correlational design to examine the relationship between personal characteristics, organizational justice, and professional identity among nurses in a government hospital for the first quarter of 2025. Findings showed that most respondents were adults, predominantly female, bachelor's degree holders, and contractual employees with relatively short years of service. Organizational justice was rated high, especially in procedural and interactional aspects, while distributive justice received comparatively lower ratings. Professional identity was very high across all dimensions, reflecting pride in the profession, strong values, consistent professional behavior, active engagement, and high self-efficacy. Personal characteristics were not significantly associated with professional identity, and only educational attainment was related to organizational justice. A significant moderate positive relationship was found between organizational justice and professional identity, indicating that fair treatment and just workplace practices strengthen nurses’ sense of professional identity. Based on these results, an Organizational Justice and Professional Identity Enhancement Plan is proposed.

Purpose This study aims to critically explore how professional identities of immigrant non-native English-speaking (NNES) teachers in Australia evolve over time and how these processes can be conceptualised through Hybrid Relational Onto-Epistemology (HROE). The paper seeks to decentre anthropocentric knowledge paradigms in qualitative research by incorporating Eastern and Western epistemologies within a processual and relational approach. By examining how professional identity is shaped by lived experiences, relationality and spatial-temporal entanglements, the study contributes to advancing qualitative methodologies that embrace fluidity, multiplicity and ethical co-emergence in qualitative research. Design/methodology/approach This article introduces HROE, an evolving qualitative research methodology that interweaves four vectors: temporality, spatiality, embodied materiality and relationality. HROE reconfigures qualitative inquiry by integrating insights from an extensive body of literature and a long-term empirical study employing hermeneutic phenomenology and narrative inquiry. It examines how immigrant NNES teachers in Australia shape their professional identities through lived experiences over time. HROE responds to the call to decentre anthropocentrism by running Eastern onto-epistemologies—Jñana Vidya, Marifat, Mohism and Zhishí Lilùn—and Western philosophies of becoming and differentiation through the four vectors. This approach produces a decentred, processual understanding of knowledge and identity formation, offering a methodological alternative to Western-centric, human-centered paradigms. HROE demonstrates how these concepts unfold iteratively through the four vectors, generating relational creativity, iterative self-overcoming and ethical co-emergence as emergent epistemic forces. By applying HROE to narrative data, this paper illustrates how NNES teachers co-construct professional identity as an ongoing, co-emergent process, shaped by the dynamic interplay of temporality, spatiality, embodied materiality and relationality. It foregrounds how diverse lived experiences continuously reshape ethically attuned professional development, advancing a transversal and embedded methodological orientation that embraces becoming as fluid and differentiation as relationally situated. In doing so, HROE fosters practical and philosophical tools to reimagine relational ontologies in qualitative research, where knowing and being unfold as intertwined, rather than separate, domains. Findings Findings reveal that NNES teachers' professional identities are co-constructed through processual and iterative engagements with temporality, spatiality, embodied materiality and relationality. The study highlights how diverse onto-epistemic methods elucidate the evolving nature of professional becoming, shaped by affective and institutional entanglements. Teacher professionals actively negotiate linguistic hierarchies, cultural expectations and policy structures while constructing cosmopolitan English teaching identities. The application of HROE demonstrates that professional identity formation is not linear but an emergent, co-constitutive process that unfolds across multiple, intersecting spaces—both material and digital—challenging static models of teacher development. Research limitations/implications While this study advances HROE as a methodological alternative for qualitative inquiry, its findings are contextually situated within the experiences of NNES teaching professionals in Australia. Future research should apply HROE across diverse professional contexts to explore its broader applicability. Additionally, methodological engagement with Indigenous and African epistemologies could further enhance its decolonial and transversal potential. The study invites qualitative researchers to rethink knowledge production beyond Western paradigms, advocating for ethically engaged, relational and processual approaches in professional identity research. Practical implications This research provides educators, policymakers and teacher educators with insights into how NNES teachers construct and negotiate their professional identities within evolving educational milieus. The study underscores the importance of mentorship, intercultural pedagogies and professional networks in fostering inclusive and cosmopolitan professional identities. By applying HROE, teacher education programs can shift from standardised, competency-based models to more fluid, relational and transformative approaches that recognise the affective, embodied and spatial-temporal dimensions of professional development. Social implications By challenging linguistic hierarchies and anthropocentric research paradigms, this study contributes to broader discussions on social justice and equity in education. It highlights the systemic barriers that NNES teachers face and how relational, embodied and affective engagements can foster more inclusive educational spaces. The research underscores the need for policies that value multilingual and transnational expertise in teacher recruitment and professional development. HROE offers a methodological lens for reimagining knowledge production, emphasising ethical co-emergence, relational creativity and diverse ways of knowing in educational research. Originality/value This study introduces and operationalizes HROE as a novel methodological approach for qualitative research. By integrating Eastern and Western epistemologies, it decentres anthropocentric paradigms and provides a relational, processual alternative to dominant research methodologies. The study contributes empirical and theoretical insights into how NNES teachers construct professional identities through lived experiences. It advances qualitative methodologies that foreground relationality, temporality, spatiality and embodied materiality—offering a valuable orientation for researchers seeking to move beyond static, Western-centric paradigms in educational and professional identity research.

Teaching is a highly honourable profession, and teachers’ play crucial role in moulding student’s behaviour. The most important factor influencing teacher effectiveness and student outcomes is job satisfaction of teachers. This study aimed to assess the level of job satisfaction of secondary level teachers with regard to their gender, location (rural and urban) and types of institution (government and private) in Mayurbhanj district of Odisha. The Teacher Job Satisfaction Questionnaire (TJSQ), developed by Pramod Kumar and D.N. Mutha, was used in a descriptive survey method to gather data from 200 secondary school teachers across 15 schools in the Mayurbhanj district using stratified random sampling method. Null hypotheses were tested using the mean, S D, and t-test. Results showed that gender had no role in job satisfaction while locality had substantial effect on job satisfaction with urban teachers having greater job satisfaction than rural counterparts and similarly, government teachers showed greater levels of job satisfaction compared to private teachers.

Teacher Professional Development (TPD) is exponential for English teachers to the success of teaching and learning process in the classroom. Teachers with professional identity are deemed to have good quality in teaching. As stipulated by Rodgers & Scott (2008) teachers with professional identity are deemed to have good quality in teaching. The efforts to do this can be accomplished through such ways as participating in conferences, seminars, workshops, and non-degree training, or even pursuing their further studies to master’ s degree and doctorate program. Also, they can conduct research and publish articles. This article is intended to provide evidence how novice, mid-career, and senior EFL teachers construct their identity professionally and autonomously. To arrive at the purpose of the study, an explorative survey was carried out to 129 EFL teachers throughout the Province of East Java via online questionnaire with 37 close-ended items. The findings revealed that (1) EFL teachers, be they junior, mid-career or senior ones involved in the present study, have tried to professionalize themselves via a number of corridors from self-directed ones to the ones imposed by other professional development providers; (2) teachers perceive their professional status and areas in diverse ways, and (3) they have various professional and pedagogical knowledge and skills related to becoming professional EFL teachers. In conclusion, EFL novice, mid-career or senior teachers have manifested their professional identity with a number of corridors as professional autonomous learners.

Set amidst the backdrop of concerns related to the entry of students to Science, Technology, Engineering, and Mathematics (STEM) careers, this study seeks to understand the Professional STEM Identity status of STEM undergraduate students and STEM professionals. This study utilizes a cross-sectional research design to compare participant scores in the categories of affirmation, in-depth exploration, practices, commitment, and reconsideration of commitment in the Professional Identity Status Questionnaire (PISQ-5d). Cluster analysis was performed on the scores to indicate five Professional STEM Identity statuses: achievement status, foreclosure status, moratorium status, searching moratorium status, and diffused status. We initially envisaged that those in STEM careers would have more established STEM identities reflected in higher numbers in an achievement status category; however, this was not the case. These findings raise questions about the dominant approaches used in career guidance for STEM. We conclude that a more fluid and less fixed understanding of Professional STEM Identity may better guide research in the area of STEM and inform institutions that encourage strong affinities to particular STEM careers.

This paper deals with the issue of school leadership as one of the main priorities of education policy and focuses on the role, importance it has mainly on teacher’s job satisfaction. It tends to highlight the influence of the school leaders’ style in the pre-university education context. Two dimensions of leadership conceptualization are underlined in this study: the transformational and transactional leader. Teacher job satisfaction is often considered as an important aspect in their performance and productivity. In addition leadership style is considered one of the major influences affecting the job satisfaction of the teachers. The scope was to study the relationship and correlation between the style of the principals and job satisfaction of teachers. Various research techniques, primary and secondary data sources have been used to carry out this study, which are intertwined with one another. As a source of primary data were used two surveys, one for evaluating the principals’ style of leadership and the other one for measuring job satisfaction of the teachers. The sample consisted in 5 teachers from 25 high schools in Albania and Kosovo. There is evidence from the findings that transformational leadership has significant relationship and it has beneficial effects on teacher job satisfaction. These leaders transform, inspire, and empower followers by creating changes in their goals, values, needs, beliefs and aspirations.

During a prolonged period of financial crisis in Greece, public administration has exhibited signs of deteriorating work conditions, erratic funding and low staff morale, creating unfavourable working conditions. The present work investigated the perceived leadership style and job satisfaction of teachers in public and private schools in the capital city of the region of Epirus in NW Greece. Job satisfaction was measured with the use of Warr-Cook-Wall job satisfaction scale. The MLQ 5X-Short was used to assess teachers' perception of leadership style. Compared to public schools, private school teachers exhibited higher level of job satisfaction. In both public and private schools, a transformational model of leadership prevailed followed by a transactional model of leadership with a significant higher score of transformational leadership prevailing in private schools. The results indicate that compared to public schools, the higher level of job satisfaction of private school teachers stems at least partially from differences in environmental factors such as work conditions and motivation by the school principal.

The objectives of this research are (1) To determine the influence of the Principal's Leadership Style on the Job Satisfaction of Special School Teachers in West Aceh Regency. (2) To determine the influence of Organizational Culture on SLB Teacher Job Satisfaction in West Aceh Regency. (3) To determine the influence of Competency on the Job Satisfaction of Special School Teachers in West Aceh Regency, and (4) To determine the influence of Principal Leadership Style, Organizational Culture and Competency on the Job Satisfaction of Special School Teachers in West Aceh Regency. This research uses a quantitative method with a descriptive approach, a population of 36 people, a sample of 36 people, a simple random sampling technique using Sugiyono's sampling technique. The data collection technique was carried out using a Likert scale questionnaire and multiple linear regression data processing techniques. The research findings were partially obtained, (1) the school principal's leadership style did not have a positive influence on teacher job satisfaction with a coefficient of 0.484 or 48.4% (in percentage), hypothesis testing produced a calculated T value of 0.708 which was smaller than the T table value 1,690. This shows that the principal's leadership style variable has no effect on teacher job satisfaction. (2) organizational culture does not have a positive influence on teacher job satisfaction with a coefficient of 0.683 or 68.3% (in percentage). Hypothesis testing produces a calculated T value of 0.412 which is smaller than the T table value of 1.690. This shows that organizational culture variables have no effect on teacher job satisfaction. (3) Competency has a positive influence on teacher job satisfaction with a coefficient of 0.049 or 4.9% (in percentage). Hypothesis testing produces a calculated T value of 2.007 which is greater than the T table value of 1.690. This shows that the competency variable influences teacher job satisfaction. Meanwhile, simultaneously it was found that the principal's leadership style, organizational culture and competence had a positive influence on teacher job satisfaction with a constant value of 27,670. The findings in this research have practical implications, namely the principal's leadership style, organizational culture and competence have implications for teacher job satisfaction. Advice to all school principals is that the implementation of the principal's leadership style should be given more attention and carried out with full responsibility, and the output is to realize teacher job satisfaction, organizational culture also needs to be implemented as well as possible, so that a comfortable and conducive atmosphere will be created in carrying out activities organization and the realization of teacher job satisfaction, teachers are required to have adequate competence as per existing provisions, so that the target of improving the quality of learning can be achieved well, and a teacher's job satisfaction must also be owned and maintained by every teacher so that they remain enthusiastic in carrying out their duties and responsibilities. responsibility as an educator so that it is hoped that this will have an impact on the job satisfaction of special school teachers in West Aceh Regency.

Teaching practice is an essential component of any teacher training programme. It is a great opportunity for preservice teachers to work in the actual school context, experience how theories merge with actual practices, and develop identity as professional teachers. To this end, they require peer mentorship. This study explored the relationship between peer mentoring and teacher professional identity among 438 third-year preservice teachers who filled the questionnaire shortly after completing their second round of teaching practice. Findings indicate non-significant differences across gender. The Pearson product-moment correlation coefficients indicate all variables correlated significantly with the strongest correlation between personal and professional teacher identity and least with instrumental peer support and personal teacher identity. The structural equation modeling shows that social and academic peer support predicted significantly both professional and personal teacher identity. Discussion and recommendations for further studies are provided.

Discursive constructions of student midwives’ professional identities: A discourse analysis

This quantitative study examined the relationship between servant leadership, workplace spirituality and job satisfaction, reported by Seventh-day Adventist teachers and principals in Bangladesh. Although many existing theories on job satisfaction are found in the literature, mechanisms to ensure teachers’ job satisfaction are still questionable. This study addressed how principals’ servant leadership, workplace spirituality, and motivation influenced teachers’ job satisfaction. It has 2 main purposes: to determine and investigate the relationships among principals’ servant leadership, workplace spirituality, motivation and job satisfaction of the teachers in the Bangladesh Adventist Union Mission; and to improve the theoretical understanding of teachers’ job satisfaction. The subjects were 302 respondents (teachers and principals) of the 9 Adventist International Mission schools and 7 boarding schools in Bangladesh. They responded to a 5-part questionnaire—demographic variables, the Job Satisfaction Survey, Servant Leadership Survey, Workplace Spirituality Questionnaire, and Motivational Inventory. The results showed moderately high levels of teachers job satisfaction, principals servant leadership, workplace spirituality, and motivation. Teachers’ demographic factors: gender, age, educational degree, and years of experience revealed a significant difference in the relationship between teachers job satisfaction, and motivation, teachers perception servant leadership, workplace spirituality. The tenured teachers perceived low principals’ servant leadership, workplace spirituality, job satisfaction, and motivation compared to young teachers. The path analysis confirmed that principals’ servant leadership and workplace spirituality form a fit model to predict teachers’ job satisfaction. The greatest predictor on teachers’ job satisfaction was principals’ servant leadership (β = 0.431, p = 0.000, r2 = .22), followed by workplace spirituality (β = 0.152, p = 0.001, r2 = .13). However, the combination of these two variables had explained 25% (r2 = 25) variance of job satisfaction. Based on the results the following recommendations are made. Principals need to give careful attention to individual needs of the tenured teachers. They should practice servant leadership and involve tenured teachers in decision making to exercise teachers’ expertise in school leadership. They should occasionally review teachers’ motivation and satisfaction levels through interviews, group discussions, and formal and informal evaluation. Both teachers and principals should use the Servant Leadership Survey for a personal checklist of their attitude toward students and toward parents to pursue quality Christian education for the community.

Primary care physicians and their teams are the leading force in constructing primary medical services, undertaking the critical responsibility of residents' essential health, and also related to realizing the national health goal. However, primary care physicians generally have a high turnover rate due to problems such as high work pressure, low salary levels, and limited career development. Therefore, exploring primary care physicians' resignation intentions plays a vital role in promoting the construction of primary care physicians' health service system. This study explores the factors influencing the resignation intentions of primary care physicians, specifically examining the roles of work-family conflict, job satisfaction, professional identity, and emotional exhaustion. By understanding these dynamics, the research aims to inform strategies that can enhance the stability and effectiveness of primary care services, ultimately contributing to the improvement of public health infrastructure and achieving national health goals. This investigation will utilize structural equation modeling to analyze the interrelationships among the identified variables, thereby providing a comprehensive framework for addressing the high turnover rates among primary care physicians. This study uses the work-family conflict, job satisfaction, professional identity, and emotional exhaustion scales. The data comes from a cross-sectional survey in Zhejiang Province, China, in 2022. Using SPSS 27 and Mplus8.3 software to analyze 1205 primary care physicians and their team members, the selected cases all answered the relevant questions of resignation intention. The potential relationship among work-family conflict, job satisfaction, professional identity, emotional exhaustion, and family doctor resignation intention was explored by constructing structural equations. Work-family conflict can directly and positively affect primary care physicians' resignation intention (β = -0.546, p < 0.001). The results of the mediation model found that job satisfaction, professional identity, and emotional exhaustion were significantly related to work-family conflict, and primary care physicians' resignation intention has a significant mediating effect. It mainly includes six intermediary approaches: one is through the independent intermediary effect of job satisfaction; the second is through the independent intermediary effect of professional identity; the third is through the chain intermediary effect between Job satisfaction and professional identity; the fourth is through the intermediary effect of Job satisfaction and emotional exhaustion chain intermediary; fifth is through the chain intermediary of professional identity and emotional exhaustion; sixth is through the complex chain intermediary of job satisfaction, professional identity, and emotional exhaustion. Primary care physicians have a high score in resignation intention, which deserves continuous attention. Relevant department can help primary care physicians balance work and family roles, provide them with appropriate resources and rewards, as well as a good working environment and career development opportunities, to improve their job satisfaction and professional identity and reduce emotional exhaustion, thereby reducing the risk of resignation intention.