Examining the relationship between teachers' job identities and teaching strategines, professional motivation and professional satisfaction

The aim of this study is to examine the relationship between the professional identities of teachers working in the Körfez district of Kocaeli province and their instructional strategies, professional motivation, and job satisfaction. The research was conducted using relational research and causal-comparative methods. The sample of the study consists of 196 preschool and primary school teachers working in the Körfez district of Kocaeli during the 2023–2024 academic year. The data were collected using a personal information form, the Professional Identity Scale, the Job Satisfaction Scale, the Professional Motivation Scale, and the Instructional Strategies Scale. The findings indicate that teachers' professional identity is significantly predicted by their levels of job satisfaction, professional motivation, and instructional strategies. Analyses conducted on the sub-dimensions of the Professional Identity Scale professional identity, workplace identity, and workplace effort revealed no significant differences based on demographic variables such as gender, field of teaching, and marital status. However, significant differences were found in professional identity levels based on age, particularly in relation to years of service. Additionally, significant differences were identified in all sub-dimensions of the professional identity scale based on educational background. Regarding instructional strategies, no significant gender-based differences were observed in the discovery learning and inquiry-research sub-dimensions, whereas a significant difference was found in the expository teaching sub-dimension. Analyses based on age showed significant differences in both the expository and inquiry-research sub-dimensions of instructional strategies. Significant differences were also found in these sub-dimensions based on years of professional experience. Educational background was found to significantly influence all sub-dimensions of instructional strategies. In terms of job satisfaction, no significant differences were observed based on gender, field of teaching, or marital status. However, age and years of service were significantly related to job satisfaction, and educational background also caused significant differences in job satisfaction levels. Lastly, professional motivation levels did not differ significantly by gender or marital status, but significant differences were found in various sub-dimensions based on age, professional experience, and educational background. These sub-dimensions include physical conditions, in-school factors, professional development, and respect. These findings demonstrate that teachers' levels of professional identity, instructional strategies, professional motivation, and job satisfaction are interrelated and vary significantly based on certain demographic variables. The study offers valuable insights for developing educational policies aimed at supporting teachers' professional development and enhancing their job satisfaction.