teachers' sense of their professional identity canrinus, esther

19
University of Groningen Teachers' sense of their professional identity Canrinus, Esther Tamara IMPORTANT NOTE: You are advised to consult the publisher's version (publisher's PDF) if you wish to cite from it. Please check the document version below. Document Version Publisher's PDF, also known as Version of record Publication date: 2011 Link to publication in University of Groningen/UMCG research database Citation for published version (APA): Canrinus, E. T. (2011). Teachers' sense of their professional identity Groningen: PrintPartners Ipskamp B.V., Enschede, The Netherlands Copyright Other than for strictly personal use, it is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), unless the work is under an open content license (like Creative Commons). Take-down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. Downloaded from the University of Groningen/UMCG research database (Pure): http://www.rug.nl/research/portal. For technical reasons the number of authors shown on this cover page is limited to 10 maximum. Download date: 17-03-2018

Upload: lamphuc

Post on 11-Jan-2017

226 views

Category:

Documents


4 download

TRANSCRIPT

Page 1: Teachers' sense of their professional identity Canrinus, Esther

University of Groningen

Teachers' sense of their professional identityCanrinus, Esther Tamara

IMPORTANT NOTE: You are advised to consult the publisher's version (publisher's PDF) if you wish to cite fromit. Please check the document version below.

Document VersionPublisher's PDF, also known as Version of record

Publication date:2011

Link to publication in University of Groningen/UMCG research database

Citation for published version (APA):Canrinus, E. T. (2011). Teachers' sense of their professional identity Groningen: PrintPartners IpskampB.V., Enschede, The Netherlands

CopyrightOther than for strictly personal use, it is not permitted to download or to forward/distribute the text or part of it without the consent of theauthor(s) and/or copyright holder(s), unless the work is under an open content license (like Creative Commons).

Take-down policyIf you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediatelyand investigate your claim.

Downloaded from the University of Groningen/UMCG research database (Pure): http://www.rug.nl/research/portal. For technical reasons thenumber of authors shown on this cover page is limited to 10 maximum.

Download date: 17-03-2018

Page 2: Teachers' sense of their professional identity Canrinus, Esther

113

References

Abdelal, R., Herrera, Y., Johnston, I., & McDermott, R. (2006). Identity as a variable.

Perspectives on Politics, 4, 695-711.

Akerlof, G. A., & Kranton, R. E. (2000). Economics and identity. Quarterly Journal of

Economics, 115, 715-753.

Akkerman, S. F., & Meijer, P. C. (2011). A dialogical approach to conceptualizing teacher

identity. Teaching and Teacher Education, 27, 308-3019.

Alsup, J. (2006). Teacher identity discourses: Negotiating personal and professional spaces. Mahwah,

N.J.: Lawrence Erlbaum Associates.

Anderson, L. W. (1987). The decline of teacher autonomy: Tears or cheers? International

Review of Education, 33, 357-373.

Ashton, P. T., & Webb, R. B. (1986). Making a difference: Teachers’ sense of efficacy and student

achievement. New York: Longman.

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological

Review, 84, 191-215.

Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning.

Educational Psychologist, 28, 117-148.

Bastick, T. (2000). Why teacher trainees choose the teaching profession: comparing trainees

in metropolitan and developing countries. International Review of Education, 46, 343-349.

Battey, D., & Franke, M. L. (2008). Transforming identities: Understanding teachers across

professional development and classroom practice. Teacher Education Quarterly, 35, 127-

150.

Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: an overview of issues

in the literature and implications for teacher education. Cambridge Journal of Education,

39, 175-189.

Beijaard, D. (1995). Teachers’ prior experiences and actual perceptions of professional

identity. Teachers and Teaching: Theory and Practice, 1, 281-294.

Beijaard, D. (2009). Leraar worden en leraar blijven [Becoming a teacher and staying a teacher].

Intreerede TU Eindhoven: Eindhoven School of Education.

Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’

professional identity. Teaching and Teacher Education, 20, 107-128.

Beijaard, D., Verloop, N., & Vermunt, J. (2000). Teachers’ perceptions of professional

identity: an exploratory study from a personal knowledge perspective. Teaching and

Teacher Education, 16, 749-764.

Page 3: Teachers' sense of their professional identity Canrinus, Esther

114

Beijaard, D., Meijer, P. C., Morine-Dershimer, G., & Tillema, H. (2005). Teacher professional

development in changing conditions. Dordrecht: Springer.

Betoret, F. D. (2009). Self-efficacy, school resources, job stressors and burnout among

Spanish primary and secondary school teachers: a structural equation approach.

Educational Psychology, 29, 45-68.

Blau, G., & Holladay, E. B. (2006). Testing the discriminant validity of a four-dimensional

occupational commitment measure. Journal of Occupational and Organizational Psychology,

79, 691-704.

Bogler, R. (2001). The influence of leadership style on teacher job satisfaction. Educatonal

Administration Quarterly, 37, 662-683.

Bogler, R., & Somech, A. (2004). Influence of teacher empowerment on teachers’

organizational commitment, professional commitment and organizational citizenship

behavior in schools. Teaching and Teacher Education, 20, 277-289.

Bolhuis, S. M. (2000). Naar zelfstandig leren [Towards independent learning]. Leuven: Garant.

Borko, H., & Putnam, R. T. (1996). Learning to teach. In D. C. Berliner & R. C. Calfee

(Eds.), Handbook of educational psychology (pp. 673-708). New York: Simon & Schuster

Macmillan.

Bosma, H. A., & Kunnen, E. S. (2001). Determinants and mechanisms in ego identity

development: A review and synthesis. Developmental Review, 21, 39-66.

Bosma, H. A., & Kunnen, E. S. (2008). Identity-in-context is not yet identity development-

in-context. Journal of Adolescence, 31, 281-289.

Brewer, M. B. (1991). The social self: On being the same and different at the same time.

Personality and Social Psychology Bulletin, 17, 475-482.

Brubaker, R., & Cooper, F. (2000). Beyond identity. Theory and Society, 26, 1-47.

Bruinsma, M., & Jansen, E. P. W. A. (2010). Is the motivation to become a teacher related to

preservice teachers’ intentions to remain in the profession? European Journal of Teacher

Education, 33, 185-200.

Burke, P. J., & Stets, J. E. (2009). Identity theory. New York: Oxford University Press.

Busch, T., Fallan, L., & Pettersen, A. (1998). Disciplinary differences in job satisfaction, self-

efficacy, goal commitment, and organizational commitment among faculty employees

in Norwegian colleges: An empirical assessment of indicators of performance. Quality

in Higher Education, 4, 137-157.

Cameron, J., & Pierce, W. D. (1994). Reinforcement, reward, and intrinsic motivation: A

meta-analysis. Review of Educational Research, 64, 363-423.

Page 4: Teachers' sense of their professional identity Canrinus, Esther

115

Canrinus, E. T., Helms-Lorenz, M., Beijaard, D., & Buitink, J. (2008). Investigating teachers’

perceptions of their professional identities: The construction of an Instrument. Paper presented at

the 11th conference of Junior Researchers of EARLI, July 8-11, Leuven, Belgium.

Canrinus, E. T., Helms-Lorenz, M., Beijaard, D., Buitink, J., & Hofman, W. H. A. (in press).

Profiling teachers’ sense of their professional identity. Educational Studies. First

published on: 20 January 2011(iFirst)

Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers’ self-efficacy

beliefs as determinants of job satisfaction and students’ academic achievement: A

study at the school level. Journal of School Psychology, 44, 473-490.

Cattell, R. B. (1966). The Scree test for the number of factors. Multivariate Behavioral Research,

1, 245-276.

Chall, J. S. (2000). The academic achievement challenge. New York: The Guilford Press.

Chan, D. W. (2008). General, collective, and domain-specific teacher self-efficacy among

Chinese prospective and in-service teachers in Hong Kong. Teaching and Teacher

Education, 24, 1057-1069.

Chan, W. Y., Lau, S., Nie, Y., Lim, S., & Hogan, D. (2008). Organizational and personal

predictors of teacher commitment: the mediating role of teacher efficacy and

identification with school. American Educational Research Journal, 45, 597-630.

Charlesworth, R., Hart, C., Burts, D., Thomasson, R., Mosleu, J., & Fleege, P. (1993).

Measuring the developmental appropriateness of kindergarten teachers’ belief and

practices. Early Childhood Research Quarterly, 8, 255-273.

Ciani, K. D., Summers, J. J., & Easter, M. A. (2008). A “top-down” analysis of high school

teacher motivation. Contemporary Educational Psychology, 33, 533-560.

Clandinin, D. J., & Connelly, F. M., (1996). Teachers’ professional knowledge landscapes:

Teacher stories – stories of teachers – school stories – stories of schools. Educational

Researcher, 25, 24-30.

Cobanoglu, C., Warde, B., & Moreo, P. J. (2001). A comparison of mail, fax and web-based

survey methods. International Journal of Market Research, 43, 441-452.

Cohen, J. L. (2010). Getting recognised: Teachers negotiating professional identities as

learners through talk. Teaching and Teacher Education, 26, 473-481.

Coladarci, T. (1992). Teachers’ sense of efficacy and commitment to teaching. Journal of

Experimental Education, 60, 323-337.

Coldron, J., & Smith, R. (1999). Active location in teachers’ construction of their professional

identities. Journal of Curriculum Studies, 31, 711-726.

Page 5: Teachers' sense of their professional identity Canrinus, Esther

116

Cooper-Hakim, A., & Viswesvaran, C. (2005). The construct of work commitment: Testing

an integrative framework. Psychological Bulletin, 131, 241-259.

Cortina, J. M. (1993). What is coefficient alpha? An examination of theory and applications.

Journal of Applied Psychology, 78, 98-104.

Darling-Hammond, L. (2003). Keeping good teachers. Why it matters, what leaders can do.

Educational Leadership, 60, 6-13.

Darling-Hammond, L. (2009). Recognizing and enhancing teacher effectiveness. The

International Journal of Educational and Psychological Assessment, 3, 1-24.

Darling-Hammond, L., & Snyder, J. (2000). Authentic assessment of teaching in context.

Teaching and Teacher Education, 16, 523-545.

Davis, J., & Wilson, S. M. (2000). Principals’ effort to empower teachers: Effects on

motivation and job satisfaction and stress. The Clearing House, 73, 349-353.

Day, C. (2002). School reform and transitions in teacher professionalism and identity.

International Journal of Educational Research, 37, 677-692.

Day, C., Elliot, B., & Kington, A. (2005). Reform, standards and teacher identity: Challenges

of sustaining commitment. Teaching and Teacher Education, 21, 563-577.

Day, C., Sammons, P., & Gu, Q. (2008). Combining qualitative and quantitative

methodologies in research on teachers’ lives, work, and effectiveness: from

integration to synergy. Educational Researcher, 37, 330-342.

Day, C., Kington, A., Stobart, G., & Sammons, P. (2006). The personal and professional

selves of teachers: stable and unstable identities. British Educational Research Journal, 32,

601-616.

Day, C., Stobart, G., Sammons, P., Kington, A., Gu, Q., Smees, R., et al. (2006). Variations in

teachers’ work, lives and effectiveness. Final report for the VITAE Project, DfES.

Deaux, K., Reid, A., Mizrahi, K., & Etier, K. A. (1995). Parameters of social identity. Journal

of Personality and Social Psychology, 68, 280-291.

De Jong, R., & Westerhof, K. J. (2001). The quality of student ratings of teacher behaviour.

Learning Environments Research, 4, 51-85.

De la Torre Cruz, M., & Casanova Arias, P. F. (2007). Comparative analysis of expectancies

of efficacy in in-service and prospective teachers. Teaching and Teacher Education, 23,

641-652.

Dellinger, A. B., Bobbett, J. J., Olivier, D. F., & Ellett, C. D. (2008). Measuring teachers’ self-

efficacy beliefs: Development and use of the TEBS-Self. Teaching and Teacher

Education, 24, 751-766.

Page 6: Teachers' sense of their professional identity Canrinus, Esther

117

Den Brok, P. J., Bergen, T. C. M., & Brekelmans, M. (2006). Convergence and divergence

between students' and teachers' perceptions of instructional behaviour in Dutch

secondary education. In D. Fisher & M. Swe Khine (Eds.), Contemporary approaches to

research on learning environments worldviews (pp. 125-160). Hackensack, N.J.: World

Scientific.

Denessen, E. (1999). Opvattingen over onderwijs. Leerstof- en leelinggerichtheid in Nederland

[Educational attitudes. Content- and student-orientedness in The Netherlands].

Leuven: Garant Uitgevers.

Denessen, E., Michels, C., & Felling, A. (2000). Opvattingen over onderwijs: Een onderzoek

naar de validiteit en betrouwbaarheid van een meetinstrument [Educatioanl attitudes:

A study on the validity and reliability of a measurement instrument]. Pedagogische

Studiën, 77, 193-205.

Deschamps, J. –C., & Devos, T. (1998). Regarding the relationship between social identity

and personal identity. In S. Worchel, J. F. Morales, D. Páez, & J. –C. Deschamps

(Eds.), Social identity. International perspectives (pp. 1-12). London: Sage Publications.

DeVellis, R. F. (2003). Scale Development. Theory and Applications. Thousand Oaks: Sage

Publications.

De Vries, Y. (2004). Onderwijsconcepten en professionele ontwikkeling van leraren vanuit

praktijktheoretisch perspectief [Educational concepts and professional development of

teachers from a practical theory perspective]. Wageningen: Universiteit Wageningen.

De Vries, Y., & Beijaard, D. (1999). Teachers’ conceptions of education: A practical

knowledge perspective on ‘good’ teaching. Interchange, 4, 371-397.

Dijkstra, E. M. (2009). Hoe professioneel is de hedendaagse onderwijsprofessional? [How professional

is the current educational professional?]. Unpublished master’s thesis, University of

Groningen, Groningen, the Netherlands.

Dillman, D. A., Phelps, G., Tortora, R., Swift, K., Kohrell, J., Berck, J., et al. (2009).

Response rate and measurement differences in mixed-mode surveys using mail,

telephone, interactive voice response (IVR) and the Internet. Social Science Research, 38,

1-18.

Dinham, S., & Scott, C. (2000). Moving into the third, outer domain of teacher satisfaction.

Journal of Educational Administration, 38, 379-396.

Dobrow, S. R., & Higgins, M. C. (2005). Developmental networks and professional identity:

a longitudinal study. Career Development International, 10, 567-583.

Page 7: Teachers' sense of their professional identity Canrinus, Esther

118

Doise, W. (1998). Social representations in personal identity. In S. Worchel, J. F. Morales, D.

Páez, & J. –C. Deschamps (Eds.), Social identity. International perspectives (pp. 13-23).

London: Sage Publications.

Drake, C., Spillane, J. P., & Hufferd-Ackles, K. (2001). Storied identities: teacher learning and

subject-matter context. Journal of Curriculum Studies, 33, 1-23.

Dutch Ministry of Education, Culture, and Science (2007). Kerncijfers 2002-2006. Kelpen:

Hub. Tonnaer.

European Foundation for the Improvement of Living and Working Conditions (2006,

September). Measuring job satisfaction in surveys – comparative analytical report (reference:

ef0671). Dublin, Ireland: Cabrita, J., & Perista, H..

Evans, L. (2008). Professionalism, professionality and the development of education

professionals. British Journal of Educational Studies, 56, 20-38.

Evelein, F. (2005). Psychologische basisbehoeften van docenten-in-opleiding [Trainee teachers’

psychological needs]. Utrecht: IVLOS.

Fairbanks, C. M., Duffy, G. G., Faircloth, B. S., He, Y., Levin, B., Rohr, J., et al. (2010).

Beyond knowledge: Exploring why some teachers are more thoughtfully adaptive

than others. Journal of Teacher Education, 61, 161-171.

Fang, Z. (1996). A review of research on teacher beliefs and practices. Educational Research, 38,

47-65.

Fearon, J. D. (1999). What is identity (as we now use the word)? Unpublished manuscript, Stanford

University.

Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to

strengthen and sustain teaching. Teacher College Record, 103, 1013-1055.

Ferrell, C. M., & Daniel, L. G. (1993). Construct Validation of an Instrument Measuring Teacher

Career Motivations. Paper presented at the Annual Meeting of the Mid-South

Educational Research Association, New Orleans, LA.

Field, A. (2005). Discovering statistics using SPSS. London: Sage.

Firestone, W. A. (1996). Images of teaching and proposals for reform: A comparison of ideas

from cognitive and organizational research. Educational Administration Quarterly, 32,

209-235.

Firestone, W. A., & Pennell, J. R. (1993). Teacher commitment, working conditions, and

differential incentive policies. Review of Educational Research, 63, 489-525.

Firestone, W. A., & Rosenblum, S. (1988). Building commitment in urban high schools.

Educational Evaluation and Policy Analysis, 10, 285-299.

Page 8: Teachers' sense of their professional identity Canrinus, Esther

119

Fleiss, J. L., Levin, B., & Paik, M. C. (2003). Statistical Methods for Rates and Proportions. New

Jersey: Wiley & Sons, Inc..

Flores, M. A. (2001). Person and context in becoming a new teacher. Journal of Education for

Teaching, 27, 135-148.

Flores, M. A. (2006). Being a novice teacher in two different settings: Struggles, continuities,

and discontinuities. Teachers College Record, 108, 2021-2052.

Flores, M. A., & Day, C. (2006). Contexts which shape and reshape new teachers’ identities:

A multi-perspective study. Teaching and Teacher Education, 22, 219-232.

Friedman, I. A., & Kass, E. (2002). Teacher self-efficacy: a classroom-organization

conceptualization. Teaching and Teacher Education, 18, 675-686.

Fokkens-Bruinsma, M., & Canrinus, E. T. (2011). Wat motiveerde je om docent te worden?

Relaties met professionele betrokkenheid en vertrouwen in eigen kunnen bij

beginnende en ervaren docenten [What motivated you to become a teacher?

Relationship with professional commitment and self-efficacy for beginning and

experienced teachers]. Pedagogische Studiën, 88, 41-56.

Geldens, J. J. M. (2007). Leren onderwijzen in een werkplekleeromgeving [Learning tot teach in a

workplace-learningenvironment]. Helmond: Kempellectoraat Hogeschool de

Kempel.

Graves, Z. R., & Glick, J. (1978). The effect of context on mother-child interaction: A

progress report. The Quarterly Newsletter of the Institute for Comparative Human

Development, 2, 41-46.

Guay, F., Ratell, C. F., Roy, A., & Litalien, D. (2010). Academic self-concept, autonomous

academic motivation, and academic achievement: Mediating and additive effects.

Learning and Individual Differences, 20, 644-653.

Hackman, J. R., & Oldham, G. R. (1976). Motivation through the design of work: Test of a

theory. Organizational Behavior and Human Performance, 16, 250-279.

Hamman, D., Gosselin, K. Romano, J., & Bunuan, R. (2010). Using possible-selves theory to

understand the identity development of new teachers. Teaching and Teacher Education,

26, 1349-1361.

Hammersley-Fletcher, L., & Qualter, A. (2010). Chasing improved student performance: the

impact of policy change on school educators’ perceptions of their professional

identity, the case of further change in English schools. British Educational Research

Journal, 36, 903-917.

Page 9: Teachers' sense of their professional identity Canrinus, Esther

120

Hargreaves, A. (2000). Four ages of professionalism and professional learning. Teachers and

Teaching: History and Practice, 6, 151-182.

Haser, Ç., & Star, J. R. (2009). Change in beliefs after first-year of teaching: The case of

Turkish national curriculum context. International Journal of Educational Development, 29,

293-302.

Hattingh, A., & De Kock, D. M. (2008). Perceptions of teacher roles in an experience-rich

teacher education programme. Innovation in Education and Teaching International, 45, 321-

332.

Helms-Lorenz, M., Slof, B., Vermue, C. E., & Canrinus, E, T. (in press). Beginning teachers’

self-efficacy and stress and the supposed effects of induction arrangements.

Educational Studies

Huberman, M. (1989). The professional life cycle of teachers. Teacher College Record, 91, 31-57.

Huberman, A. M., Grounauer, M., & Marti, J. (1993). The lives of teachers. New York: Teachers

College Press.

Ibarra, H. (1999). Provisional selves: Experimenting with image and identity in professional

adaptation. Administrative Science Quarterly, 44, 764-791.

Ingersoll, R. M., & Smith, T. M. (2004). Do teacher induction and mentoring matter?

NASSP Bulletin, 88, 28-40.

Inspectie van Onderwijs (2009). Toezichtkader 2009 [Framework for supervision 2009]. Breda:

Koninklijke Broese en Peereboom.

Irving, P. G., Coleman, D. F., & Cooper, C. L. (1997). Further assessments of a three-

component model of occupational commitment: Generalizability and differences

across occupations. Journal of Applied Psychology, 82, 444-452.

Jepson, E., & Forrest, S. (2006). Individual contributory factors in teachers stress: The role of

achievement striving and occupational commitment. British Journal of Educational

Psychology, 76. 183-197.

Jöreskog, K. G., & Sörbom, D. (1998). LISREL 8 user’s reference guide. Chicago, IL: Scientific

Software International.

Judge, T. A., Bono, J. E., Erez, A., & Locke, E. A. (2005). Core self-evaluations and job and

life satisfaction: The role of self-concordance and goal attainment. Journal of Applied

Psychology, 90, 257-268.

Kagan, D. M. (1992). Implications of research on teacher belief. Educational Psychologist, 27,

65-90.

Page 10: Teachers' sense of their professional identity Canrinus, Esther

121

Kaiser, H. F. (1960). The application of electronic computers to factor analysis. Educational

Psychological Measurement, 20, 141-151.

Kaplowitz, M. D., Hadlock, T. D., & Levine, R. (2004). A comparison of web and mail

survey response rates. Public Opinion Quarterly, 68, 94-101.

Kelchtermans, G. (1993). Getting the story, understanding the lives. From career stories to

teachers' professional development. Teaching and Teacher Education, 9, 443-456.

Kelchtermans, G. (2005). Teachers’ emotions in educational reforms: Self-understanding,

vulnerable commitment and micropolitical literacy. Teaching and Teacher Education, 21,

995-1006.

Kelchtermans, G. (2009). Who I am in how I teach is the message: self-understanding,

vulnerability and reflection. Teachers and Teaching, 15, 257-272.

Khapova, S. N., Arthur, M. B., Wilderom, C. P. M., & Svensson, S. (2007). Professional

identity as the key to career change intention. Career Development International, 12, 584-

595.

Kim, S., & Kim, S. (2001). Self-efficacy and its impact on pay satisfaction, pay-level

satisfaction, and benefits satisfaction. Seoul Journal of Business, 7, 27-39.

Klaassen, C., Beijaard, D., & Kelchtermans, G. (1999). Perspectieven op de professionele

identiteit van leraren [Perspectives on teachers’ professional identity]. Pedagogische

Studiën, 4, 375-399.

Kline, R. B. (2005). Principles and practice of structural equation modeling. New York: The Guilford

Press.

Korthagen, F. (2001). Waar doen we het voor? Op zoek naar de essentie van goed docentschap [Why do

we do this? In search of the essence of being a good teacher]. Utrecht: WCC.

Korthagen, F., & Vasalos, A. (2007). Kwaliteit van binnenuit als sleutel voor professionele

ontwikkeling. [Quality from within as key factor for professional development.]

Tijdschrift voor Lerarenopleiders, 28, 17-23.

Kremer, L., & Hofman, J. E. (1985). Teachers' professional identity and burnout. Research in

Education, 34, 89-95.

Kwakman, K. (1999). Leren van docenten tijdens de beroepsloopbaan. Studies naar professionaliteit op de

werkplek in het voortgezet onderwijs [Learning from teachers during the career. Studies on

professionalism at the workplace in secondary education]. Nijmegen: Katholieke

universiteit Nijmegen.

Page 11: Teachers' sense of their professional identity Canrinus, Esther

122

Kyriakides, L., Creemers, B. P. M., & Antoniou, P. (2009). Teacher behaviour and student

outcomes: Suggestions for research on teacher training and professional

development. Teaching and Teacher Education, 25, 12-23.

Labaree, D. F. (1997). Public goods, private goods: The American struggle over educational

goals. American Educational Research Journal, 34, 39-81.

Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical

data. Biometrics, 33, 159-174.

Landsman, M. J. (2001). Commitment in public child welfare. The Social Service Review, 75,

386-419.

Latham, G. P., & Pinder, C. C. (2005). Work motivation theory and research at the dawn of

the twenty-first century. Annual Review of Psychology, 56, 485-516.

Lawrenz, F., Huffman, D., & Robey, J. (2003). Relationships among student, teacher and

observer perceptions of science classrooms and student achievement. International

Journal of Science Education, 25, 409-420.

Lee, K., Carswell, J. J., & Allen, N. J. (2000). A meta-analytic review of occupational

commitment: relations with person- and work-related variables. Journal of Applied

Psychology, 85, 799-811.

Lee, V. E., Dedrick, R. F., & Smith, J. B. (1991). The effect of the social organization of

schools on teachers’ efficacy and satisfaction. Sociology of Education, 64, 190-208.

Levy-Garboua, L., Montmarquette, C., & Simonnet, V. (2007). Job satisfaction and quits.

Labour Economics, 14, 251-268.

Liu, X. S., & Ramsey, J. (2008). Teachers’ job satisfaction: Analyses of the teacher follow-up

survey in the United States for 2000-2001. Teaching and Teacher Education, 24, 1173-

1184.

Locke, E. A., & Latham, G. P. (2004). What should we do about motivation theory? Six

recommendations for the twenty-first century. Academy of Management Review, 29, 388-

403.

Lortie, D. (1975). Schoolteacher: A sociological study. London: University of Chicago Press.

Louis, K. S. (1998). Effects of teacher quality of work life in secondary schools on

commitment and sense of efficacy. School Effectiveness and School Improvement, 9, 1-27.

Marshall, M. N. (1996). Sampling for qualitative research. Family Practice, 13, 522-535.

Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50, 370-396.

Martin, A. J. (2005). Exploring the effects of a youth enrichment program on academic

motivation and engagement. Social Psychology of Education, 8, 179-206.

Page 12: Teachers' sense of their professional identity Canrinus, Esther

123

Martin, A. J., & Dowson, M. (2009). Interpersonal relationships, motivation, engagement,

and achievement: Yields for theory, current issues and educational practice. Review of

Educational Research, 79, 327-365.

Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50, 370-396.

Mather, L., McEwen, C. A., & Maiman, R. J. (2001). Divorce lawyers at work. Varieties of

professionalism in practice. Oxford: University Press.

Mayer, D. (1999, November-December). Building teaching identities: implications for pre-service

teacher education. Paper presented at the Australian Association for Research in

Education Conference, Melbourne, Australia.

McAulay, B. J., Zeitz, G., & Blau, G. (2006). Testing a “Push-Pull” theory of work

commitment among organizational professionals. The Social Science Journal, 43, 571-

596.

McKinney, P. A. (2000). A study to assess the relationships among student achievement, teacher

motivation, and incentive pay. Unpublished doctoral dissertation, University of

Blacksburg – Virginia.

Mead, G. F. (1934). Mind, self and society. Chicago: University of Chicago Press.

Meijer, P., & Van Driel, J. (1999). De professionele identiteit van docenten belicht vanuit hun

praktijkkennis [Teachers’ professional identity perceived from their practical

knowledge]. Pedagogische Studien, 24, 451-470.

Meyer, J. P., Allen, N. J., & Smith, C. A. (1993). Commitment to organizations and

occupations: Extension and test of a three-component conceptualization. Journal of

Applied Psychology, 78, 538-551.

Miskel, C., DeFrain, J. A., & Wilcox, K. (1980). A test of expectancy work motivation theory

in educational organization. Educational Administration Quarterly, 16, 70-92.

Moolenaar, N. M. (2010). Ties with potential. Nature, antecedents, and consequences of social networks

in school teams. Enschede: Ipskamp.

Moore, M., & Hofman, J. E. (1988). Professional identity in institutions of higher learning in

Israel. Higher Education, 17, 69-79.

Moran, A., Kilpatrick, R., Abbott, L., Dallat, J., & McClune, B. (2001). Training to teach:

Motivating factors and implications for recruitment. Evaluation & Research in

Education, 15, 17-32.

Motowidlo, S. J. (1982). Relationship between self-rated performance and pay satisfaction

among sales representatives. Journal of Applied Psychology, 67, 209-213.

Page 13: Teachers' sense of their professional identity Canrinus, Esther

124

Mottet, T. P., Beebe, S. A., Raffeld, P. C., & Medlock, A. L. (2004). The effects of student

verbal and nonverbal responsiveness on teacher self-efficacy and job satisfaction.

Communication Education, 53, 150-163.

Muijs, D. (2006). Measuring teacher effectiveness: Some methodological reflections.

Educational Research and Evaluation, 12, 53-74.

Muijs, D., & Reynolds, D. (2002). Being or doing: The role of teacher behaviors and beliefs

in school and teacher effectiveness in mathematics, a SEM analysis. Journal of

Classroom Interaction, 37, 3-15.

Nguni, S., Sleegers, P., & Denessen, E. (2006). Commitment, and organizational citizenship

behaviour in primary schools: The Tanzanian case. School Effectiveness and School

Improvement, 17, 145-177.

Nias, J. (1989). Teaching and the self. In M. L. Holly & C. S. McLoughlin (Eds.), Perspective on

teacher professional development (pp. 151-171). London: Falmer Press.

Nias, J. (1996). Thinking about feeling: the emotions in teaching. Cambridge Journal of

Education, 26, 293-306.

Nias, J. (1997). Would schools improve if teachers cared less? Education 3-13, 25, 11-22.

Nixon, J. (1996). Professional identity and the restructuring of higher education. Studies in

Higher Education, 21, 5-16.

Noonan, H. W. (2007). Identity eliminated. Analysis, 67, 122-127.

Norušis, M. J. (2008). SPSS 16.0 Statistical Procedures Companion. Upper Saddle River, N.J.:

Prentice Hall.

Nurmi, E. J-., Berzonsky, M. D. Tammi, K., & Kinney, A. (1997). Identity processing

orientation, cognitive and behavrioural strategies and well-being. International Journal of

Behavioural Development, 21, 555-570.

Nyström, S. (2009). The dynamics of professional identity formation: graduates’ transitions

from higher education to working life. Vocations and Learning, 2, 1-18.

OECD. (2008). Education at a Glance. OECD indicators. Paris: Organisation for Economic

Cooperation and Development.

Ofoegbu, F. I. (2004). Teacher motivation: A factor for classroom effectiveness and school

improvement in Nigeria. College Student Journal, 38, 81-89.

Ololube, N. P. (2006). Teachers job satisfaction and motivation for school effectiveness: An

assessment. Essays in Education, 18. Retrieved October 10, 2007, from

http://www.usca.edu/essays/vol182006/ololube.pdf

Page 14: Teachers' sense of their professional identity Canrinus, Esther

125

Olsen, B. (2008). How reasons for entry into the profession illuminate teacher identity

development. Teacher Education Quarterly, 35, 23-40.

Olsen, B. (2008). Introducting teacher identity and this volume. Teacher Education Quarterly, 35,

3-6.

Opdenakker, M. –C., & Van Damme, J. (2010). Teacher characteristics and teaching styles as

effectiveness enhancing factors of classroom practice. Teaching and Teacher Education,

22, 1-21.

Oshagbemi, T. (2003). Personal correlates of job satisfaction: empirical evidence from UK

universities. International Journal of Social Economics, 30, 1210-1232.

Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy

construct. Review of Educational Research, 62, 307-332.

Pratt, M. G., Rockmann, K. W., & Kaufmann, J. (2006) Constructing professional identity:

The role of work and identity learning cycles in the customization of identity among

medical residents. Academy of Management Journal, 49, 235-262.

Puurula, A., & Löfström, E. (2003). Development of professional identity in SMEs. Paper presented

at the Annual Meeting of the American Educational Research Association, Cicago,

IL.

Raudenbusch, S. W., Rowan, B., & Cheong, Y. F. (1992). Contextual effects on the self-

perceived efficacy of high school teachers. Sociology of Education, 65, 150-167.

Reid, A., & Deaux, K. (1996). Relationship between social and personal identities:

Segregation or integration? Journal of Personality and Social Psychology, 71, 1084-1091.

Richardson, P. W., & Watt, H. M. G. (2006). Who chooses teaching and why? Profiling

characteristics and motivations across three Australian universities. Asia-Pacific Journal

of Teacher Education, 34, 27-56.

Ross, J. A. (1992). Teacher efficacy and the effects of coaching on student achievement.

Canadian Journal of Education, 17, 51-65.

Rots, I. (2010). Teacher education and the choice for the teaching profession. Unpublished doctoral

dissertation, University of Gent, Belgium

Rots, I., Aelterman, A., Vlerick, P., & Vermeulen, K. (2007). Teacher education, graduates'

teaching commitment and entrance into the teaching profession. Teaching and Teacher

Education, 23, 543-556.

Rots, I., Kelchtermans, G., & Aelterman, A. (2011). Changes in student teachers’ job motivation: A

qualitative study. Manuscript submitted for publication.

Page 15: Teachers' sense of their professional identity Canrinus, Esther

126

Ryan, R. M. (2006). A special issue on approach and avoidance motivation. Motivation and

Emotion, 30, 103-104.

Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and

new directions. Contemporary Educational Psychology, 25, 54-67.

Ryan, R. M., Kuhl, J., & Deci, E. L. (1997). Nature and autonomy: An organizational view of

social and neurobiological aspects of self-regulation in behavior and development.

Development and Psychopathology, 9, 701-728.

Scheerens, J. (2007). Review and Meta-analysis of School and Teaching Effectiveness. Universiteit

Twente.

Schepens, A., Aelterman, A., & Vlerick, P. (2009). Student teachers’ professional identity

formation: between being born as a teacher and becoming one. Educational Studies, 35,

361-378.

Schepers, C., De Gieter, S., Pepermans, R., Du Bois, C., Caers, R., & Jegers, M. (2005). How

are employees of the nonprofit sector motivated? A research need. Nonprofit

Management & Leadership, 16, 191-208.

Seidel, T., & Shavelson, R. J. (2007). Teaching effectiveness research in the past decade: The

role of theory and research design in disentangling meta-analysis results. Review of

Educational Research, 77, 454-499.

Sheehan, K. B. (2001). E-mail survey response rates: A review. Journal of Computer-Mediated

Communication, 6, 0-0.

Sinclair, C., Dowson, M., & McInerney, D. M. (2006). Motivations to teach: Psychometric

perspectives across the first semester of teacher education. Teachers College Record, 108,

1132-1154.

Slors, M. (2001). The diachronic mind: an essay on personal identity, psychological continuity and the mind-

body problem. Dordrecht: Kluwer Academic Publishers.

Sousa-Poza, A., & Sousa-Poza, A. A. (2000). Well-being at work: a cross-national analysis of

the levels and determinants of job satisfaction. Journal of Socio-Economics, 29, 517-538.

Spector, P. E. (1997). Job Satisfaction. Application, Assessment, Causes, and Consequences. Thousand

Oaks: Sage Publications.

Steers, R. M., Mowday, R. T., & Shapiro, D. L. (2004). The future of work motivation theory.

Academy of Management Review, 29, 379-387.

Stevens, J. P. (2003). Applied Multivariate Statistics for the Social Sciences. Mahwah, N.J.: Lawrence

Erlbaum Associates.

Page 16: Teachers' sense of their professional identity Canrinus, Esther

127

Stipek, D. J., Givvin, K. B., Salmon, J. M., & MacGyvers, V. L. (2001). Teachers’ beliefs and

practices related to mathematics instruction. Teaching and Teacher Education, 17, 213-

226.

Stronge, J. H., Ward, T. J., Tucker, P. D., & Hindman, J. L. (2007). What is the relationship

between teacher quality and student achievement? An exploratory study. Journal of

Personnel Evaluation in Education, 20, 165-184.

Sugrue, C. (2005). Revisiting teaching archetypes. In D. Bijaard, P. C. Meijer, G. Morine-

Dershimer, & H. Tillema (Eds.), Teacher professional development in changing conditions (pp.

149-164). Dordrecht: Springer.

Super, D. E., & Hall, D. T. (1978). Career development: Exploration and planning. Annual

Review of Psychology, 29, 233-272.

Sutton, R. E., & Wheatley, K. F. (2003). Teachers’ emotions and teaching: A review of the

literature and directions for future research. Educational Psychology Review, 15, 327-358.

Tajfel, H., & Turner, J. C. (1986). The social identity theory of intergroup behavior. In S.

Worchel & W. G. Austin (Eds.), Psychology of intergroup relations (pp. 7-24). Chicago:

Nelson-Hall.

Teddlie, C., Creemers, B., Kyriakides, L., Muijs, D., & Yu, F. (2006). The international

system for Teacher Observation and Feedback: Evolution of an international study

of teacher effectiveness constructs. Educational Research and Evaluation, 12, 561-582.

Toh, K. -A., Ho, B. -T., Riley, J. P., & Hoh, Y. -K. (2006). Meeting the highly qualified

teachers challenge. Educational Research for Policy and Practice, 5, 187-194.

Trafimow, D., Triandis, H. C., & Goto, S. G. (1991). Some tests of the distinction between

the private self and the collective self. Journal of Personality and Social Psychology, 60, 649-

655.

Tschannen-Moran, M., Hoy, A., & Hoy, W. (1998). Teacher efficacy: It’s meaning and

measure. Review of Educational Research, 68, 202-248.

Van de Grift, W. (2007). Quality of teaching in four European countries: a review of the

literature and application of an assessment instrument. Educational Research, 49, 127-

152.

Van de Grift, W. (2009). International comparative analysis of learning and teaching in math lessons in

several European countries. (Inspection Report 2009-23). Utrecht: Roto Smeets

Grafiservices.

Van de Grift, W. J. C. M. (2010). Ontwikkeling in de beroepsvaardigheden van leraren [Development

in teachers’ professional skills]. Eindhoven: Lecturis.

Page 17: Teachers' sense of their professional identity Canrinus, Esther

128

Van der Ploeg, J. D., & Scholte, E. M. (2003). Arbeidssatisfactie onder leraren [Job

satisfaction among teachers]. Pedagogiek, 23, 276-290.

Van der Schaaf, M. F., Stokking, K. M., & Verloop, N. (2008). Teacher beliefs and teacher

behaviour in portfolio assessment. Teaching and Teacher Education, 24, 1691-1704.

Van Driel, J. H., Bulte, A. M. W., & Verloop, N. (2007). The relationships between teachers’

general beliefs about teaching and learning and their domain specific curricular

beliefs. Learning and Instruction, 17, 156-171.

Van Veen, K. (2008). Analysing teachers’ working conditions from the perspective of

teachers as professionals: The case of Dutch high school teachers. In J. Ax & P.

Ponte (Eds.), Critiquing praxis: Conceptual and empirical trends in the teaching profession (pp.

91-112). Rotterdam: Sense Publishers.

Van Veen, K., Sleegers, P., Bergen, T., & Klaassen, C. (1999). Opvattingen van docenten in

het voortgezet onderwijs over hun professionaliteit [Secondary school teachers’

beliefs about their professionality]. Pedagogische Studiën, 4, 401-431.

Van Veen, K., Sleegers, P., Bergen, T., & Klaassen, C. (2001). Professional orientations of

secondary school teachers towards their work. Teaching and Teacher Eduation, 17, 175-

194.

Volkmann, M. J., & Anderson, M. A. (1998). Creating professional identity: Dilemmas and

metaphors of a first-year chemistry teacher. Science Education, 82, 293–310.

Vroom, V. H. (1964). Work and motivation. New York: Wiley.

Watt, H. M. G., & Richardson, P. W. (2008). Motivations, perceptions, and aspirations

concerning teaching as a career for different types of beginning teachers. Learning and

Instruction, 18, 408-428.

Wayne, A. J., & Youngs, P. (2003). Teacher characteristics and student achievement gains: A

review. Review of Educational Research, 73, 89-122.

Weiner, B. (1972). Attribution theory, achievement motivation, and the educational process.

Review of Educational Research, 42, 203-215.

Wentzel, K. R. (1999). Social-motivational processes and interpersonal relationships:

Implications for understanding motivation at school. Journal of Education Psychology, 91,

76-97.

Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation.

Contemporary Educational Psychology, 25, 68–81.

Witziers, B. (1992). Coördinatie binnen scholen voor voortgezet onderwijs [Co-ordination within

schools for secondary education]. Enschede: Universiteit Twente.

Page 18: Teachers' sense of their professional identity Canrinus, Esther

129

Zembylas, M. (2004). The emotional characteristics of teaching: an ethnographic study of

one teacher. Teaching and Teacher Education, 20, 185-201.

Zembylas, M. (2005). Discursive practices, genealogies, and emotional rules: A

poststructuralist view on emotion and identity in teaching. Teaching and Teacher

Education, 21, 935-948.

Page 19: Teachers' sense of their professional identity Canrinus, Esther

130