Secondary Mathematics Teachers' Professional Identity: Systematic Literature Review.
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| Title: | Secondary Mathematics Teachers' Professional Identity: Systematic Literature Review. |
|---|---|
| Authors: | Syed, Sabrina1 ssyed@csu.edu.au, Bates, Claire2, Prieto-Rodriguez, Elena2, Ledger, Susan2 |
| Source: | Mathematics Teacher Education & Development. 2026, Vol. 28 Issue 1, p1-28. 28p. |
| Subject Terms: | *Mathematics teachers, *Job satisfaction, *Evidence synthesis, *Motivation (Psychology), Professional identity, Self-perception, Commitment (Psychology) |
| Abstract: | The development of professional identity among mathematics teachers has been well explored in terms of specific attributes needing to be enhanced and catalysts that impact this development. The aim of this systematic review was to identify, describe, and categorise catalysts of professional identity development among secondary mathematics teachers, as well as to explore identity development across studies. The review applied Hanna et al.'s (2019) six domains of teacher identity--self-image, motivation, commitment, self-efficacy, task perception, and job satisfaction--to gain insights into the focal points of identity development in 51 studies. The analysis revealed a notable lack of precision in both defining and interpreting the development of professional identity among mathematics teachers. It is argued that while the term "professional identity" is widely used, it is often not properly defined, and there is rarely any indication as to which aspects of professional practice contribute to its development. Although most studies were focused on self-image and task perception, job satisfaction received comparatively less attention. Furthermore, the studies reviewed do not provide sufficient scope to determine which catalysts are most effective in fostering professional identity among mathematics teachers. Specific research is sought to address the gaps identified. [ABSTRACT FROM AUTHOR] |
| Copyright of Mathematics Teacher Education & Development is the property of MERGA and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 194444447 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Secondary Mathematics Teachers' Professional Identity: Systematic Literature Review. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Syed%2C+Sabrina%22">Syed, Sabrina</searchLink><relatesTo>1</relatesTo><i> ssyed@csu.edu.au</i><br /><searchLink fieldCode="AR" term="%22Bates%2C+Claire%22">Bates, Claire</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Prieto-Rodriguez%2C+Elena%22">Prieto-Rodriguez, Elena</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Ledger%2C+Susan%22">Ledger, Susan</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Mathematics+Teacher+Education+%26+Development%22">Mathematics Teacher Education & Development</searchLink>. 2026, Vol. 28 Issue 1, p1-28. 28p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Mathematics+teachers%22">Mathematics teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Job+satisfaction%22">Job satisfaction</searchLink><br />*<searchLink fieldCode="DE" term="%22Evidence+synthesis%22">Evidence synthesis</searchLink><br />*<searchLink fieldCode="DE" term="%22Motivation+%28Psychology%29%22">Motivation (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+identity%22">Professional identity</searchLink><br /><searchLink fieldCode="DE" term="%22Self-perception%22">Self-perception</searchLink><br /><searchLink fieldCode="DE" term="%22Commitment+%28Psychology%29%22">Commitment (Psychology)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The development of professional identity among mathematics teachers has been well explored in terms of specific attributes needing to be enhanced and catalysts that impact this development. The aim of this systematic review was to identify, describe, and categorise catalysts of professional identity development among secondary mathematics teachers, as well as to explore identity development across studies. The review applied Hanna et al.'s (2019) six domains of teacher identity--self-image, motivation, commitment, self-efficacy, task perception, and job satisfaction--to gain insights into the focal points of identity development in 51 studies. The analysis revealed a notable lack of precision in both defining and interpreting the development of professional identity among mathematics teachers. It is argued that while the term "professional identity" is widely used, it is often not properly defined, and there is rarely any indication as to which aspects of professional practice contribute to its development. Although most studies were focused on self-image and task perception, job satisfaction received comparatively less attention. Furthermore, the studies reviewed do not provide sufficient scope to determine which catalysts are most effective in fostering professional identity among mathematics teachers. Specific research is sought to address the gaps identified. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Mathematics Teacher Education & Development is the property of MERGA and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=194444447 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 28 StartPage: 1 Subjects: – SubjectFull: Mathematics teachers Type: general – SubjectFull: Job satisfaction Type: general – SubjectFull: Evidence synthesis Type: general – SubjectFull: Motivation (Psychology) Type: general – SubjectFull: Professional identity Type: general – SubjectFull: Self-perception Type: general – SubjectFull: Commitment (Psychology) Type: general Titles: – TitleFull: Secondary Mathematics Teachers' Professional Identity: Systematic Literature Review. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Syed, Sabrina – PersonEntity: Name: NameFull: Bates, Claire – PersonEntity: Name: NameFull: Prieto-Rodriguez, Elena – PersonEntity: Name: NameFull: Ledger, Susan IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 14423901 Numbering: – Type: volume Value: 28 – Type: issue Value: 1 Titles: – TitleFull: Mathematics Teacher Education & Development Type: main |
| ResultId | 1 |
