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Role Identity and Professional Identity: Educators' Experiences during Wartime

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Title: Role Identity and Professional Identity: Educators' Experiences during Wartime
Language: English
Authors: Shosh Leshem (ORCID 0000-0002-2706-4114), Gadi Bialik, Sari Alfi-Nissan (ORCID 0009-0003-9947-8038), Tamar Chen-Levy, Ravit Mizrahi-Shtelman (ORCID 0000-0002-3505-7125), Michal Bar-Ner Afik
Source: European Journal of Education. 2026 61(2).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 11
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Teacher Role, Role Perception, Professional Identity, War, Crisis Management, Evaluative Thinking, Decision Making, Teacher Responsibility
DOI: 10.1111/ejed.70645
ISSN: 0141-8211
1465-3435
Abstract: The study explores role identity and professional identity of educators as manifested in a crisis zone of war. The concept of identity is debated with researchers and theorists challenging the notion of a fixed, unchanging identity. Instead, identity is seen as fluid, constantly being formed and transformed. It is argued that role identities of educational leaders at times of crisis are different from those generally required at 'normal' times. It requires educators to possess crisis management skills to enable them to assess the situation accurately and make effective decisions. The relationship between role identity and professional identity is dialectical. War circumstances simultaneously destabilise teachers' role identity and professional identity. Role identity is disrupted as teachers assume shifting responsibilities beyond their original role definitions, while professional identity is undermined by tensions with these new roles and by the disruption of professional values, pedagogical purpose, and the community-social-national context of teaching. The study is part of a comprehensive voluntary project conducted at the crisis region of the Israel October 7, 2023 War. It employs a qualitative approach of interviewing 20 educators working at the crisis regions. The study yielded a conceptual framework of a 'short-term professional identity', which encompasses the attributes and qualities that manifest from three different role identities. We contend that these attributes could serve as foundations for enhancing educators' training and leadership initiatives, to overcome challenges during wartime barriers rather than being constrained by them.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1507229
Database: ERIC
FullText Text:
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  Data: Role Identity and Professional Identity: Educators' Experiences during Wartime
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  Data: <searchLink fieldCode="AR" term="%22Shosh+Leshem%22">Shosh Leshem</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2706-4114">0000-0002-2706-4114</externalLink>)<br /><searchLink fieldCode="AR" term="%22Gadi+Bialik%22">Gadi Bialik</searchLink><br /><searchLink fieldCode="AR" term="%22Sari+Alfi-Nissan%22">Sari Alfi-Nissan</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0003-9947-8038">0009-0003-9947-8038</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tamar+Chen-Levy%22">Tamar Chen-Levy</searchLink><br /><searchLink fieldCode="AR" term="%22Ravit+Mizrahi-Shtelman%22">Ravit Mizrahi-Shtelman</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3505-7125">0000-0002-3505-7125</externalLink>)<br /><searchLink fieldCode="AR" term="%22Michal+Bar-Ner+Afik%22">Michal Bar-Ner Afik</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Education%22"><i>European Journal of Education</i></searchLink>. 2026 61(2).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 11
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  Data: 2026
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  Data: <searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink><br /><searchLink fieldCode="DE" term="%22Role+Perception%22">Role Perception</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Identity%22">Professional Identity</searchLink><br /><searchLink fieldCode="DE" term="%22War%22">War</searchLink><br /><searchLink fieldCode="DE" term="%22Crisis+Management%22">Crisis Management</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluative+Thinking%22">Evaluative Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+Making%22">Decision Making</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Responsibility%22">Teacher Responsibility</searchLink>
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  Data: 10.1111/ejed.70645
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  Data: 0141-8211<br />1465-3435
– Name: Abstract
  Label: Abstract
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  Data: The study explores role identity and professional identity of educators as manifested in a crisis zone of war. The concept of identity is debated with researchers and theorists challenging the notion of a fixed, unchanging identity. Instead, identity is seen as fluid, constantly being formed and transformed. It is argued that role identities of educational leaders at times of crisis are different from those generally required at 'normal' times. It requires educators to possess crisis management skills to enable them to assess the situation accurately and make effective decisions. The relationship between role identity and professional identity is dialectical. War circumstances simultaneously destabilise teachers' role identity and professional identity. Role identity is disrupted as teachers assume shifting responsibilities beyond their original role definitions, while professional identity is undermined by tensions with these new roles and by the disruption of professional values, pedagogical purpose, and the community-social-national context of teaching. The study is part of a comprehensive voluntary project conducted at the crisis region of the Israel October 7, 2023 War. It employs a qualitative approach of interviewing 20 educators working at the crisis regions. The study yielded a conceptual framework of a 'short-term professional identity', which encompasses the attributes and qualities that manifest from three different role identities. We contend that these attributes could serve as foundations for enhancing educators' training and leadership initiatives, to overcome challenges during wartime barriers rather than being constrained by them.
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      – Text: English
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      – SubjectFull: Role Perception
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      – SubjectFull: Professional Identity
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      – SubjectFull: War
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      – SubjectFull: Teacher Responsibility
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