Teachers' Professional Identity and Organizational Identification in High-Minority and Low-Socioeconomic-Status Charter Schools

• In Event: Perspectives of Stakeholders in School Choice Contexts

Abstract

The purpose of this study was to examine the determinants and outcomes of teachers’ professional identity and organizational identification in charter schools. Structural equation modeling with path analysis was employed to examine the direct and mediating relationship between study variables. The participants included 218 teachers in high minority and low socio-economic status charter schools in two southern states. Path analysis results for the determinants showed that perceived organizational support was the strongest significant predictor of teachers’ professional identity, organizational identification, professional commitment, organizational commitment, and retention in charter schools. Path analysis for the outcomes showed that while professional identity significantly predicted occupational commitment and retention, organizational identification only predicted organizational commitment. Conclusions were drawn and implications were discussed.

Authors

• Ibrahim Duyar, University of Arkansas at Little Rock

• Muhammed Fatih Bogrek, University of Arkansas at Little Rock

• Carolyn L. Turturro, University of Arkansas at Little Rock