Exploring the alignment between the policy image of teachers and teachers’ narrative construction of their professional identity

Abstract

Teachers’ identity construction is central to the teaching profession. Teachers use their professional identity as a framework to develop their ideas about their role in the profession. To be successful in the profession, teachers need to align their professional identity with their understanding of policy expectations. Teachers begin their teaching career with various ideas about the profession. Their personal schooling experiences and teacher education are crucial factors in determining their attitudes towards teaching, and their professional beliefs. However, pre-conceived ideas about the teaching profession are often far removed from reality. In this study I explore the alignment between policy image and teachers’ narrative construction of their professional identities. I contend that research aimed at exploring such an alignment could foreground and elucidate a multifaceted understanding of teacher identity. Framed within a narrative paradigm and informed by a qualitative approach, several findings derived from this study. A literature review enabled a conceptual understanding of concepts that are central to this study, namely identity, identity construction and teacher professional identity. Academic insights and a conceptual understanding of these concepts constitute the backdrop of my research. Various policy documents were analysed to foreground the policy image of South African teachers. An analysis of the Employment of Educators Act 76 (1998), the Code of Professional Ethics in South African Council for Educators Act 31 (2000), the Minimum Requirements for Teacher Education Qualifications (2015), and the Personnel Administrative Measures (2016), enabled the construction of a policy framework for teacher image. Although the analysis of education-related documents foregrounded the policy image of South African teachers, the findings are presented in alignment with the collective roles of teachers as highlighted in the Minimum Requirements for Teacher Education Qualifications (2015). The policy image portrays teachers as specialists of their subjects or phases who can mediate learning, design learning programmes and assess learners. While they have to be leaders, managers and administrators in their classrooms and the broader school context, teachers must also assume a community, citizenship and pastoral role. Teachers have to stay abreast with developments in the profession, and are therefore required to be life-long scholars. Data generated through narrative interviews with ten participants revealed that constant changes influence teachers’ construction and reconstruction of their professional identity. Teachers enter the profession with pre-conceived ideas and are often disillusioned when confronted with complex requirements and pathways in the profession. They have to continually rethink their understanding of the profession as they struggle to comply with policy expectations. Having to take care of the well-being of learners, coupled with an array of roles and responsibilities, teachers often feel overburdened, incompetent and ready to quite. Although teachers are expected to make use of professional development opportunities, the findings revealed that teachers are frustrated by a lack of informative and constructive workshops that address their specific needs. This study foregrounds misalignment between policy expectations and teachers’ experiences of school realities. As a consequence, teachers experience conflict between the policy image portrayed of them on paper, and their roles and responsibilities within the complexity of their daily experiences. Three suggestions are made to mitigate the tension between policy expectations and teachers’ professional identity. Consideration should be given to teachers’ specialised knowledge – ideally, teachers should teach within the scope of their specialised knowledge and skills. School realities must be acknowledged, teachers must be recognised within these challenging realities, and teacher participation in policy-related issues should be encouraged. The strengthening of the partnership between higher education institutions and the Department of Basic Education can assist in preparing future teachers in terms of a realistic balance between policy expectations and challenging school realties.