Exploring Teacher Identity in the Transition From Classroom to District-Based Roles

• In Event: 68.060 - Roundtable Session 29
  In Roundtable Session: 68.060-18 - Perspectives on Teacher Identities, Language, and Empowerment

Abstract

The purpose of this qualitative research was to explore the evolving identity of teachers in formal district-based teacher leadership roles through documenting how district-based science specialists described their experience transitioning from classroom teaching and reflected on how assuming a new role has influenced their professional identity. This qualitative exploration of 17 district-based participants, both teachers and administrators, from seven geographically diverse states was grounded in identity theory, particularly Marcia (1993). Findings include greater commitment to teacher identity among teacher participants and lower commitment to teacher identity among administrator participants. Evolving identity came with acceptance of leadership and authority, and by doing the role (being is becoming). Supporting the literature, analysis found participants made little distinction between personal and professional selves.

Author

• Jennifer Snow Mayo, Einstein Fellowship/ NASA Office of Education