Phenomenological understanding of factors influencing the formation of teacher identity

Subject Areas : Research in Curriculum Planning

Seyedeh Negin Sadat Ahmadi ¹ , Alireza Assareh ² , Ali Hosseinikhah ³ , Hossein Chaharbashloo ⁴

1 - PhD Student in Curriculum Studies, Department of School and Educational Innovations, Faculty of Islamic Education and Training, Science and Research Branch, Islamic Azad University, Tehran, Iran
2 - Professor in Curriculum Studies, Department of Educational Science, Faculty of Humanities, Teacher Education Shahid Rajaei University, Tehran, Iran.
3 - Assocaited Professor in Curriculum Studies, Department of Curriculum Planning, Faculty of Education and Psychology, Kharazmi University, Karaj, Iran.
4 - Assistant Professor in Curriculum Studies, Department of School and Educational Innovations, Faculty of Islamic Education and Training, Science and Research Branch, Islamic Azad University, Tehran, Iran.

Received: 2024-02-28 Accepted : 2025-05-20 Published : 2025-06-02

Keywords: Factors influencing the formation of teacher identity, phenomenology, qualitative approach,

Abstract :

The present study was conducted with the aim of analyzing and extracting the factors affecting the formation of teacher identity. For this purpose, a qualitative approach and interpretive phenomenological method were used. The participants of the study included twenty male and female teachers working in teaching in the academic year 1401-1402 from the city of Karaj, who were selected through purposive sampling, using criteria and observing the principle of theoretical saturation. Data were collected through interviews as the main tool and observation as an auxiliary tool, and then analyzed using content analysis and using Van Manen’s approach in phenomenology. To examine the validity and reliability of the research, methodological consensus, data consensus, and consensus of opinions of colleagues and participants were used. The analysis and interpretation of the findings were categorized into six main themes and eighteen sub-themes. The results of the findings indicate that the self-concept factor, the emotion factor, the social factor, the economic-livelihood factor, the support factor, and the perception of duties factor have emerged as factors influencing the formation of teacher identity. Due to the identification of the findings, practical suggestions have been provided for policymakers and education administrators so that, if deemed appropriate, the achievements of these findings can be used to review the teacher recruitment structure and also to revive the teacher identity.

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