This blog post is based on one of the findings from my PhD research, which highlights teachers’ identification of their professionalism in the research context of Oman. Teacher professionalism is often defined as a blend of knowledge, skills and professional practice standards expected of teachers (Horn, 2016). Teacher identity involves understanding and examining the self within the context in which teachers’ work (Beauchamp & Thomas, 2009).

Jenlink (2021) proposes that cultural knowledge is crucial in forming teacher identity, while Beauchamp and Thomas (2009) emphasise the importance of context in shaping teacher identity. My research findings indicate that teachers perceived their professionalism through the lens of their cultural identity. They viewed their role as crucial in supporting children’s school readiness, transition and learning, but they also considered the scope of their responsibilities as extending beyond these areas. Specifically, participant teachers proactively addressed economic challenges faced by children from disadvantaged socioeconomic backgrounds. They saw themselves as part of a social solidarity system, emphasising the importance of providing financial support to children whenever possible.

‘Participant teachers proactively addressed economic challenges faced by children from disadvantaged socioeconomic backgrounds [seeing] themselves as part of a social solidarity system, emphasising the importance of providing financial support to children whenever possible.’

In this research, 15 female grade one teachers employed in public schools were interviewed to explore their perceptions of school readiness. The choice of female teachers was based on the fact that, in public schools, key stage one (grades 1–4) teachers are exclusively female.

Smith and Sorrell (2014) describe solidarity as a complex and multidimensional concept that involves shared values, identity, collective wellbeing and beliefs. The teachers interviewed expressed a sense of solidarity through providing the financial means for children they identified as in need. This sense of solidarity shaped their identity as teachers and, consequently, their perception of professionalism. This can be associated with two cultural aspects specific to the research context.

First, the participant teachers associated their role with that of being mothers, as the findings suggest. Hence, they took a proactive role in ensuring the provision of resources to support children’s learning, including financial resources. Despite the constraints this placed on them, they frequently expressed their role as akin to that of mothers, or as second to the children’s mothers at home. This perspective could be influenced by the educational policy to have only female teachers for the early stages of primary public schooling, within a culture that highly values the traditional mothering role for young children. Consequently, they identified with professionalism differently.

Second, this behaviour is influenced by the cultural aspect of an Islamic society that places a high value on charity for the less fortunate, known in Arabic as the concept of sadaqa. Solidarity is impacted by the collective beliefs that view the needy as deserving of charity, with the proactive initiation of sadaqa driven by the belief in a higher reward for such act in the hereafter.

Tönnies and Harris (2001) proposed two types of social groups: ‘Gemeinschaft’ and ‘Gesellschaft’. Gemeinschaft, meaning community, refers to the relationships found in close-knit individuals driven by emotions and moral obligations. In contrast, Gesellschaft, meaning society, refers to formal relationships, found primarily in organisations, directed by self-interest. When applying this theory, it is suggested that teachers working in an establishment follow rules and enact them, thereby fully adopting Gesellschaft relationships. However, elements of Gemeinschaft are perceived among the teachers for whom solidarity, beyond self-interest, is a crucial aspect of their identity.

The dichotomy of personal/professional definitions is culturally bound. The findings emphasise how contexts shape teachers’ perceptions of their professionalism. They not only view themselves as educators but also go beyond that to take proactive measures as integral members of a solidarity system, driven by their beliefs. Maternal identity and charity actions are both deeply rooted in cultural values, influencing perceptions of professionalism in this context.

Overall, it is crucial to integrate cultural awareness and context-specific challenges into teacher training, as well as incorporating teachers’ perspectives.

References

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, https://doi.org/10.1080/03057640902902252   

Horn, K.-P. (2016). Profession, professionalisation, professionality, professionalism: Historical and systematic remarks using the example of German teacher education. British Journal of Religious Education, 38, 130–140, https://doi.org/10.1080/01416200.2016.1139888

Jenlink, P. M. (2021). Understanding teacher identity: The complexities of forming an identity as professional teacher. Lanham, Rowman & Littlefield Publishing Group.

Smith, C., & Sorrell, K. (2014). On social solidarity. In V. Jeffries (Ed.), The Palgrave handbook of altruism, morality, and social solidarity: Formulating a field of study (pp. 219–247). Palgrave Macmillan.

Tönnies, F., & Harris, J. (2001). Community and civil society. Cambridge University Press.