Naslov
Considering Teachers' Identity, Well-being, and Professional Development in Croatian Cultural Context

Autori
Tatalović Vorkapić, Sanja ; Anđić, Dunja ; Čepić, Renata ; Skočić Mihić, Sanja ; Smolić Batelić, Aleksandra

Izvornik
Education and new developments 2023 // International Conference on Education and New Developments (END2023) (2184-044X) 1 (2023); 480-484

Vrsta, podvrsta i kategorija rada
Radovi u časopisima, pregledni rad, znanstveni

Ključne riječi
Identity ; peronalty traits ; pre-service and in-service teachers ; professional development ; well-being

Sažetak
Previous studies worldwide have shown not only that teachers' professional development is significantly related to their identity and well- being, but also that it should be empirically studied in each specific cultural context. Given the insufficient similar research studies in Croatia, this review paper aims to discuss the theoretical framework of teachers' identity, well- being, and professional development in the context of the characteristics of the educational system and the position of teachers in Croatia. Therefore, this paper presents a systematic literature review and a research proposal to investigate the relationship between the identity of pre-service and in-service teachers of kindergarten and elementary schools, their well- being and professional development in Croatia. The neo-social analytic approach to understanding human personality implies an integrated model of identity-based on five key principles: evolutionary influence on human nature, dispositional personality traits most commonly examined with the Big- Five personality model, characteristic adaptations in particular situations, integrated life stories and the broader social context in which individuals live. At the same time, considerable attention is given to embedding the above principles in the social ecology of everyday life, characterized by motives, values, goals, situations, roles, statuses, competencies, demands, attitudes, developmental tasks, and challenges. Thus, the main contribution of this article is to review the identity model of the teaching profession and propose a research model to examine the relationship between the elements of this model and professional development and well-being. Well- being includes psychological well-being (environmental mastery, self-acceptance, personal growth, meaning in life, positive relationships with others, and autonomy), life and work satisfaction, optimism, self-efficacy, resilience, grit, and flow. The following research questions are posed for discussion: How can the identity, well-being, and professional development of teachers in Croatia be described? ; What is the relationship between the different elements of the focused and socio-demographic variables? ; How do the aforementioned different elements of identity affect certain aspects of well-being, i.e., what type of identity leads to high levels of well- being and what type of identity and level of well- being leads to a certain type of professional development? The use of qualitative (narrative biographies of a subsample) and quantitative methods (use of scales) are described. The research and practical implications of the proposed study are associated with new findings that will improve existing educational policies that provide guidelines for achieving high levels of well-being in the teaching profession in terms of identity and professional development.

Izvorni jezik
Engleski

Znanstvena područja
Psihologija, Interdisciplinarne društvene znanosti, Obrazovne znanosti (psihologija odgoja i obrazovanja, sociologija obrazovanja, politologija obrazovanja, ekonomika obrazovanja, antropologija obrazovanja, neuroznanost i rano učenje, pedagoške discipline)

Napomena
This work has been supported in part by the
University of Rijeka under the project number
(uniri-drustv-18-11): “Children's well-being in
transition periods: the empirical validation of
ecological-dynamic model."

POVEZANOST RADA