K-12 Subject Teachers Facing Identity Tensions: A Systematic Review

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Abstract

During the past decade, teacher identity tensions have increasingly become a concern of teachers, teacher educators, and school leaders. This study presents the results of a systematic review of K12 subject teacher identity tensions based on an analysis of 32 selected journal articles published from 2013-2024. The results indicate that K12 subject teachers are confronted with multiple identity tensions, causing positive or negative impacts on emotion, belief, and teaching performance. The identity tensions derive from multiple themes, including teacher-student relationships, job duties, professional development, teaching practice, school climate, and social ideologies. To cope with these tensions, teachers implemented various strategies, including self-adjustment, self-adherence, changing others actively, or balancing/negotiating self and profession.

Authors

• Zhijie Zhang, Tongji University

• Na Zhou, Leiden University