Professional Self-Understanding of Teachers in Different Career Stages: A Phenomenological Analysis

Teachers’ sense of identity plays a central role in understanding their actions as individuals inside and outside the classroom. Therefore, it is important to determine teachers’ understanding of who they are. Thus, teachers’ opinions about their professional self-understanding in the study were aimed to be analysed. In line with this purpose, the qualitative research method was used to address teachers’ views on their professional self-understanding holistically, and the research was carried out according to the phenomenology pattern. The research study group consists of 44 teachers working in primary, secondary, and high schools located in the Pendik district of Istanbul. Research data were obtained as a result of in-depth interviews with teachers through semi-structured interview forms. The findings obtained were grouped under five themes: “Image, Respect, Job Motivation, Perception of Duty, and Future Views”, taking into account the relevant literature. The study revealed that professional self-understanding is closely affected by emotions and teachers’ social status.