TY - JOUR
T1 - Teachers’ professional identity
T2 - a multifactorial study in basic education institutions in metropolitan Lima
AU - Herrera-Espinoza, Kelly
AU - Gonzales-Saavedra, Fabianna
AU - Pantigoso-Leython, Nathalí
AU - Valverde-Alva, Weslyn
AU - Colina-Ysea, Félix
AU - Chavez-Ojeda, Mirelly
AU - Diaz-Cornejo, Maria
AU - Cruz-Gonzales, Richard
AU - Varas-Rivera, Sindili
AU - Terrones-Rodríguez, Elvis
N1 - Publisher Copyright:
Copyright © 2024 Herrera-Espinoza, Gonzales-Saavedra, Pantigoso-Leython, Valverde-Alva, Colina-Ysea, Chavez-Ojeda, Diaz-Cornejo, Cruz-Gonzales, Varas-Rivera and Terrones-Rodríguez.
PY - 2024
Y1 - 2024
N2 - Understanding teachers’ professional identity from a systemic viewpoint implies approaching the study from multifactorial elements. The research sought to determine the factors that explain teachers’ professional identity in public educational institutions in Metropolitan Lima, Peru, following a quantitative approach with a non-experimental, explanatory, and cross-sectional design. In this sense, the population was identified by teachers of the public educational institutions of Metropolitan Lima, and the sampling was convenient according to the accessibility of the researchers. The sample was defined as 510 teachers from 15 public educational institutions in Metropolitan Lima, 334 males and 176 females, aged between 23 and 64 years, from different working conditions, hired and appointed. The results show that the model composed of personal factors (gender, age, family burden, and civil status), labor factors (type of contract, length of service, type of educational institution, remuneration and training at the educational institution) and educational factors (level of studies, training center and number of preprofessional practice courses taken) explain the professional teaching identity as integrating elements that effectively contribute to the teaching practice. The influence of teacher training, the work center, and individual aspects on the teacher’s professional identity is corroborated.
AB - Understanding teachers’ professional identity from a systemic viewpoint implies approaching the study from multifactorial elements. The research sought to determine the factors that explain teachers’ professional identity in public educational institutions in Metropolitan Lima, Peru, following a quantitative approach with a non-experimental, explanatory, and cross-sectional design. In this sense, the population was identified by teachers of the public educational institutions of Metropolitan Lima, and the sampling was convenient according to the accessibility of the researchers. The sample was defined as 510 teachers from 15 public educational institutions in Metropolitan Lima, 334 males and 176 females, aged between 23 and 64 years, from different working conditions, hired and appointed. The results show that the model composed of personal factors (gender, age, family burden, and civil status), labor factors (type of contract, length of service, type of educational institution, remuneration and training at the educational institution) and educational factors (level of studies, training center and number of preprofessional practice courses taken) explain the professional teaching identity as integrating elements that effectively contribute to the teaching practice. The influence of teacher training, the work center, and individual aspects on the teacher’s professional identity is corroborated.
KW - educational personnel training
KW - teacher behavior
KW - teacher responsibility
KW - teacher role
KW - teacher status
UR - http://www.scopus.com/inward/record.url?scp=85212849641&partnerID=8YFLogxK
U2 - 10.3389/feduc.2024.1456759
DO - 10.3389/feduc.2024.1456759
M3 - Artículo
AN - SCOPUS:85212849641
SN - 2504-284X
VL - 9
JO - Frontiers in Education
JF - Frontiers in Education
M1 - 1456759
ER -