Nissim Yonit, Simon Eitan
Department of Education and Learning, Tel Hai College, Qiryat Shemona 1220800, Israel.
Behav Sci (Basel). 2023 Oct 24;13(11):878. doi: 10.3390/bs13110878.
This quantitative research is based on a validated research questionnaire. It presents a preliminary exploratory study examining perspectives of professional identity as reflected in self-reports of the teachers of Al-Ghajar, a village on Israel's northern border, given its unique geographical and geopolitical configuration. The current study is the first of its kind, clarifying the teachers' perception of their professional identity in the unique space in which they live and work via a questionnaire completed by 61 teachers of both genders from kindergarten through high school. The findings show that there are strong positive correlations: "love for the profession" and "self-fulfillment" have a very strong positive correlation (0.831). There is also a positive correlation (0.430) between the indicators of "professional skills" and "professional unity" suggesting that the teachers' perceptions of professional identity are holistic in all examined dimensions. These perceptions are motivated by a strong sense of mission that influences their profession and their sense of satisfaction. Al-Ghajar, as a unique enclave, has created a geopolitical configuration that contributes to the construction of the professional identity of teachers in the village. The research conclusion indicates that the ability to legitimize one's role has important implications for the quality of teaching, as it can help teachers form familiar, affiliated, and secure identities. These are key traits since a positive sense of professional self is a prerequisite for job satisfaction and resilience.
这项定量研究基于一份经过验证的研究问卷。它呈现了一项初步探索性研究，考察了以色列北部边境村庄盖贾尔的教师自我报告中所反映的职业身份观点，鉴于其独特的地理和地缘政治格局。当前的研究是同类研究中的首例，通过由幼儿园至高中的61名男女教师填写的问卷，阐明了教师对他们在生活和工作的独特空间中职业身份的认知。研究结果显示存在很强的正相关：“对职业的热爱”与“自我实现”具有非常强的正相关（0.831）。“专业技能”和“职业团结”指标之间也存在正相关（0.430），这表明教师对职业身份的认知在所有考察维度上都是整体性的。这些认知受到强烈使命感的驱动，这种使命感影响着他们的职业和满意度。盖贾尔作为一个独特的飞地，形成了一种地缘政治格局，有助于构建该村教师的职业身份。研究结论表明，使自身角色合法化的能力对教学质量具有重要影响，因为它可以帮助教师形成熟悉、有归属感且有安全感的身份。这些是关键特征，因为积极的职业自我认知是工作满意度和适应力的先决条件。
