Teachers’ Professional Identity Related Studies: A Review Study

Subject Areas : Teachers' Personality Factors

Matin Torkchin ^{1 *} , Mohammad Reza Baradari ²

1 - M.A. student, Department of English and Literature, Allameh Tabataba’i University, Tehran, Iran.
2 - M.A. student, Department of English and Literature, Hakim Sabzevari University, Sabzevar, Iran.

Received: 2025-03-21 Accepted : 2025-06-09 Published : 2025-07-01

Keywords: Teachers’ professional identity, TPI, work-related and organizational elements, personal elements, narrative review.,

Abstract :

Numerous investigations have been carried out on the significance of teachers’ professional identity in recent years. As a crucial and noteworthy construct in educational psychology, professional identity has a critical involvement as teachers’ practices and educational approaches are formed by their identity. Several underlying constructs may affect teachers’ professional identity included in this study. This paper intends to review quantitative studies published in recent years.  In the present review paper, the objective is to focus on the related studies that investigated the constructs that affect teachers’ professional identity, the data analysis methods, and the software utilized for each study. The underlying constructs were categorized into two sub-classes of personal elements and work-related and organizational elements. The former elements included autonomy, self-efficacy, critical thinking, and self-esteem focusing on the involvement of personal factors. The latter class entailed burnout, job satisfaction, and other minor elements related to the work milieu and associated factors. The paper also presents a dearth of research and the gaps associated with professional identity investigation in language teaching and educational contexts.

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