Exploring Professional Identity Development Among Expatriate Teachers in International Schools: Does Duration Matter?

• In Event: AERA Roundtable Session Thursday 5:25 pm Four Seasons Ballroom 1
  In Roundtable Session: Identity and Professional Development in Education (Table 1)

Abstract

This study investigates the relationship between the number of years expatriate teachers spend teaching in international schools and the development of their professional identity. Employing a quantitative research methodology, demographic data were analyzed using descriptive statistics, and the Kruskal-Wallis test was used to test the hypotheses. The results indicated no significant relationship between the duration of teaching experience and professional identity development. These findings suggest that factors other than the length of time, such as the quality of professional experiences and support systems, play a more crucial role in shaping teachers' professional identities. Implications for international schools and recommendations for future research are discussed.

Author

• Gabriela Mocanu, SUNY - College at Potsdam