Teacher Identity and Symbolic Boundaries: A Case Study of a Private School

• Published in: Eğitim Bilimleri Fakültesi dergisi 2024-01, Vol.57 (3), p.1201-1243
• Main Authors: Soycan, Nihan, Göktürk, Duygun
• Format: Article
• Language: eng ; tur
• Subjects: Case studies; Coping; COVID-19; Education; Educational Change; Educational Practices; High Schools; Institutional Role; Interviews; Labor; Negative Attitudes; Predominantly White Institutions; Private schools; Private Sector; Professional Education; Professional identity; Public School Teachers; Public schools; School Policy; Self Evaluation (Individuals); Social identity; Social interaction; Social Structure; Socialization; Teacher Employment; Teacher Evaluation; Teacher Role; Teachers; Teaching; Teaching (Occupation)
• ISSN: 1301-3718
• DOI: 10.30964/auebfd.1478315

This study examines professional identity experiences of teachers working in a private high school in Ankara and the role of symbolic boundaries in teacher identity. The research questions inquire teachers' evaluation and experiences of "professional identity," the role of symbolic boundaries in professional identity, and how institutional and macro-level policies shape professional identity. The theoretical framework of the study is based on Richard Jenkins' conceptualization of social identity, as well as symbolic boundaries. Qualitative single instrumental case study method was used. Findings obtained through semi-structured interviews with 11 participants indicate that private school teacher identity is shaped at three levels: 1) Experiences of systematic devaluation and technicianization (Individual Level): Teachers feel devalued and technicianized due to working conditions, exam-focused education, insecurity, and impoverishment. 2) Experiences of symbolic boundaries and discrimination (Interactional Level): Discrimination based on expertise and management, relationships with parents and students are areas where symbolic boundaries and discrimination are experienced. 3) Redefining boundaries and coping with discrimination (Structural Level): Socialization strategies, attributing values to professional identity, discourse on professional development, criticism of teacher education, comparison with public school teachers, and embracing the pandemic process can be identified as coping strategies for teachers.