Becoming and Being a Teacher: A critical exploration of professional identity formation through an interplay of the contextual, situated and relational

Sida-Nicholls, Kate (2025) Becoming and Being a Teacher: A critical exploration of professional identity formation through an interplay of the contextual, situated and relational. Doctoral thesis, University of East Anglia.

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Abstract

Teacher retention has become a national and international concern recently. A significant proportion, 25%, of early career teachers leave the profession in England after three years (DfE, 2024). In response, the UK government, as part of its Recruitment and Retention Strategy (DfE, 2019), introduced initiatives such as the Early Career Framework (DfE, 2019) and the Initial Teacher Training and Early Career Framework (DfE, 2024) to strengthen the teaching workforce. Critics say that these steps haven't helped keep teachers and that they promote a technocratic view of teacher professionalism, where "great" teaching is only defined by measurable skills. This technocratic approach, characterised by standardisation, accountability metrics, and a focus on measurable outputs, stands in tension with a broader body of research on teacher professional identity, which over the past three decades has highlighted the importance of teachers' perceptions, emotions, motivations, and attitudes in shaping their practices. This tension was echoed in the narratives of this study’s participants, whose evolving sense of relational identity was crucial in navigating policy-driven demands and maintaining their commitment to the profession.

This longitudinal study, with data collected over three years, aimed to explore the professional identity of nine early career secondary school teachers in the Suffolk and Norfolk area as they navigated their individual, context-specific professional knowledge landscapes. The research participants were recruited from a trainee teacher cohort of a local SCITT teacher training provider just as they completed their teacher training programme. I adopted a qualitative stance employing narrative inquiry. Self-determination theory (Deci and Ryan, 2000) and self-efficacy theory (Bandura, 1995) provided valuable lenses for understanding professional identity, highlighting how autonomy, resilience and professional confidence develop through situated experiences and relational interactions in school settings. Semi-structured interviews were conducted, one taking place each academic year with the research participants. This research method provided insight over time into the interplay between policy, school context and personal experience in shaping the professional identity of the participants across critical early career stages. The findings demonstrate that supportive relationships, opportunities for autonomy and a sense of belonging within specific school contexts are crucial for building confidence and resilience in early career teachers. These conditions not only underpin the development of a robust professional identity but also play a pivotal role in teacher retention, enabling early career teachers to manage the emotional and professional demands of the role and sustain their commitment to the profession.

My ethical approach was guided by an ethic of care that prioritised the wellbeing, trust, and dignity of participants throughout the research process. My prolonged engagement enabled me to build rapport with the participants and gain a richer insight into their narratives. I addressed ethical dilemmas by maintaining ongoing transparent communication with the participants. I also navigated the tension between rich, authentic narratives and protecting anonymity by carefully removing or altering identifying details while preserving the integrity of their voices.

The study demonstrates that professional identity is not static but negotiated over time through a complex interplay of personal values, institutional pressures, and evolving self-perceptions. The findings highlight the significance of relational, situational and contextual factors in enabling early career teachers to develop and sustain a positive professional identity across their first three years of practice.

Drawing on longitudinal narrative analysis informed by self-efficacy and self-determination theory, the study illustrates how autonomy, trust, mastery experiences, and supportive professional relationships contribute to identity formation. While the research does not evaluate specific policy frameworks, the findings offer insights relevant to contemporary debates about teacher development. They suggest that approaches which prioritise relational support, contextual responsiveness, and sustained professional growth may be better aligned with the lived experiences of early career teachers than narrowly technical or competency-driven models.

By foregrounding identity as relational and constructed over time, the study contributes to understanding how professional commitment is fostered and sustained, with implications for long-term teacher retention.

Item Type:	Thesis (Doctoral)
Faculty \ School:	Faculty of Social Sciences > School of Education and Lifelong Learning
Depositing User:	Chris White
Date Deposited:	27 May 2026 12:50
Last Modified:	27 May 2026 12:50
URI:	https://ueaeprints.uea.ac.uk/id/eprint/103175
DOI:

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