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Understanding beginning teachers' professional identity changes through job demands-resources theory
Bing Li1, Zheng Li1, Mingchen Fu2
1College of International Studies, Southwest University, Chongqing, China.
Abstract:
Teachers' professional identity is malleable. However, changes in first-year teachers' professional identity are under-documented in the literature. This study attempted to understand these changes using the job demands-resources (JD-R) model in the context of a two-wave investigation before and after the first year of teaching (Time 1 and Time 2). A total of 464 elementary and secondary schoolteachers reported twice their perceived professional identity in terms of job satisfaction, occupational commitment, teacher self-efficacy, and motivation to teach. School characteristics were captured in terms of job demands and job resources at T2. Findings estimated by the rank-order change, the mean-level change, and the Reliable Change Index indicated significant declines in these teachers' professional identity over one year. Autoregressive change analysis revealed that growth opportunities (job resources) and emotional demands (job demands) in the school context played a major role in the observed declines. Suggestions and implications are discussed for key stakeholders of teacher education programs and teachers' professional development.
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