Examination of social studies teachers' views on the development of their professional identities

In order for teachers to effectively carry out teaching processes and successfully fulfill their professional responsibilities, it is directly related to acquiring and adopting a professional identity. The professional identity that a teacher possesses shapes their worldview, the factors that motivate them in their teaching activities, the elements that influence their decision-making processes, and their commitment to the teaching profession. In this context, teacher identity serves as a determinant not only of pedagogical competencies but also of professional attitudes and values. This study aims to examine the views of social studies teachers regarding their professional identity. The research is of a qualitative nature and was conducted using a phenomenological design. Data were collected through interviews with 20 social studies teachers working in public secondary schools affiliated with the Ministry of National Education in the central district of Elazığ. The principle of convenience sampling was considered in determining the study group. The interviews with the participants were analyzed using content analysis techniques. The results obtained regarding the participants' perceptions of professional identity are noteworthy. The vast majority of participants did not identify themselves with a professional teacher identity. Some participants viewed themselves as partially professional, while others expressed that, despite their efforts, they had not achieved it and still had shortcomings. The participants identified the strengths of their professional identity as effective classroom management and communication skills. They described their weaknesses as emotionality and lack of concentration. The factors that encouraged the participants to become teachers were identified as family, role model individuals such as teachers, and compulsory reasons such as the system, grades, and concerns about finding employment. According to the participants, a teacher is a professional who has the ability to shape the future, society, generations, humanity, and life. Negative perceptions of the meaning attributed to the teaching profession were also identified, such as referring to teaching as caregiving. According to the participants, the societal recognition of the teaching profession is problematic, and the value given to teachers in society is minimal. According to the views of the participants, the factors that define professional teacher characteristics include personal traits and professional competencies. The profiles of teachers whom the participants look up to vary by subject area. The study also revealed that academic career aspirations were among the primary professional goals of the participants. The obstacles to achieving these goals were primarily identified as economic insufficiencies, low motivation, and the duration of social studies lessons.