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Values as Professional Capital: The Role of Teacher Identity in Shaping Teaching Practice

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Title: Values as Professional Capital: The Role of Teacher Identity in Shaping Teaching Practice
Language: English
Authors: Chun Sing Maxwell Ho (ORCID 0000-0002-1776-3683), Daphnee Hui Lin Lee, Wai Yam Yannis Hung (ORCID 0009-0009-1961-2975), Sally Wai-Yan Wan (ORCID 0000-0002-8389-6513), Kwan Choi Thomas Tse
Source: Journal of Professional Capital and Community. 2025 10(4):568-590.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 23
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Professional Identity, Teacher Attitudes, Values, Human Capital, Educational Practices, Power Structure, Educational Change, Resistance to Change, Faculty Development
DOI: 10.1108/JPCC-03-2025-0026
ISSN: 2056-9548
2056-9556
Abstract: Purpose: This study provides empirical evidence on how values act as intangible forms of professional capital that influence teachers' inclinations to integrate teaching practices with varied pedagogical values. With this knowledge, we employ identity grafting as a key mediating construct to identify the thinking processes that shape teaching practice based on their sensemaking of how differences in values are to be reconciled. Design/methodology/approach: This study engaged 634 teachers across multiple schools. We utilized structural equation modeling (SEM) to examine both the direct and mediated impacts of cultural values on teaching practices, employing measurements that we adapted and validated in our study context of Hong Kong. Findings: The results confirmed that cultural values significantly influenced teachers' identity grafting strategies, affecting their teaching practices. Power distance strongly promoted identity reversals, which had a negative impact on teaching practices. Uncertainty avoidance and risk-taking, on the other hand, encouraged identity integration, which positively influenced the diversification of teaching practices. Originality/value: This study introduces a novel perspective by exploring how values influence teachers' abilities to transform professional capital into effective practices. However, working around values with proxy measures to promote educational change may be a less intrusive approach. Hence, we introduce identity grafting as a tool to support teachers in reconciling differences in values during educational change, recognizing that values are a change-resistant aspect of teacher identity.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1497107
Database: ERIC
FullText Text:
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  Data: Values as Professional Capital: The Role of Teacher Identity in Shaping Teaching Practice
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  Data: <searchLink fieldCode="AR" term="%22Chun+Sing+Maxwell+Ho%22">Chun Sing Maxwell Ho</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1776-3683">0000-0002-1776-3683</externalLink>)<br /><searchLink fieldCode="AR" term="%22Daphnee+Hui+Lin+Lee%22">Daphnee Hui Lin Lee</searchLink><br /><searchLink fieldCode="AR" term="%22Wai+Yam+Yannis+Hung%22">Wai Yam Yannis Hung</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0009-1961-2975">0009-0009-1961-2975</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sally+Wai-Yan+Wan%22">Sally Wai-Yan Wan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8389-6513">0000-0002-8389-6513</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kwan+Choi+Thomas+Tse%22">Kwan Choi Thomas Tse</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Professional+Capital+and+Community%22"><i>Journal of Professional Capital and Community</i></searchLink>. 2025 10(4):568-590.
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
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  Data: 23
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Professional+Identity%22">Professional Identity</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Values%22">Values</searchLink><br /><searchLink fieldCode="DE" term="%22Human+Capital%22">Human Capital</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Power+Structure%22">Power Structure</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Resistance+to+Change%22">Resistance to Change</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink>
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  Data: 10.1108/JPCC-03-2025-0026
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  Data: 2056-9548<br />2056-9556
– Name: Abstract
  Label: Abstract
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  Data: Purpose: This study provides empirical evidence on how values act as intangible forms of professional capital that influence teachers' inclinations to integrate teaching practices with varied pedagogical values. With this knowledge, we employ identity grafting as a key mediating construct to identify the thinking processes that shape teaching practice based on their sensemaking of how differences in values are to be reconciled. Design/methodology/approach: This study engaged 634 teachers across multiple schools. We utilized structural equation modeling (SEM) to examine both the direct and mediated impacts of cultural values on teaching practices, employing measurements that we adapted and validated in our study context of Hong Kong. Findings: The results confirmed that cultural values significantly influenced teachers' identity grafting strategies, affecting their teaching practices. Power distance strongly promoted identity reversals, which had a negative impact on teaching practices. Uncertainty avoidance and risk-taking, on the other hand, encouraged identity integration, which positively influenced the diversification of teaching practices. Originality/value: This study introduces a novel perspective by exploring how values influence teachers' abilities to transform professional capital into effective practices. However, working around values with proxy measures to promote educational change may be a less intrusive approach. Hence, we introduce identity grafting as a tool to support teachers in reconciling differences in values during educational change, recognizing that values are a change-resistant aspect of teacher identity.
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  Data: 2026
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        Value: 10.1108/JPCC-03-2025-0026
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      – Text: English
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Values
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      – SubjectFull: Educational Practices
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      – SubjectFull: Power Structure
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      – SubjectFull: Resistance to Change
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      – SubjectFull: Faculty Development
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