The Impact of Social Recognition Deficits on Teachers’ Professional Perceptions and Practices

• In Event: AERA Roundtable Session Wednesday 1:45 pm - Gold 1
  In Roundtable Session: Through Teachers’ Perceptions: Recognition, Power, and Professional Realities

Abstract

This study examines how social recognition deficits from students and parents shape teachers’ perceived and enacted professionalism. Drawing on Honneth’s recognition theory, the study analyzes nationally representative data from 5,578 elementary school teachers in Korea using structural equation modeling. Results show that recognition deficits from students are negatively associated with both dimensions of professionalism, emphasizing the importance of affective reciprocity in classroom relationships. In contrast, recognition deficits from parents are positively associated, suggesting a compensatory strengthening of professional identity. The model also identifies key contextual and individual predictors—such as teachers’ influence in decision-making and graduate-level education. Findings highlight the relational and psychosocial foundations of professionalism and call for policies that foster recognition-rich school environments.

Author

• Jeong-a Kim, Korean Educational Development Institute