Show/Hide Menu
Hide/Show Apps
Logout
Türkçe
Türkçe
Search
Search
Login
Login
OpenMETU
OpenMETU
About
About
Open Science Policy
Open Science Policy
Communities & Collections
Communities & Collections
Help
Help
Frequently Asked Questions
Frequently Asked Questions
Guides
Guides
Thesis submission
Thesis submission
MS without thesis term project submission
MS without thesis term project submission
Publication submission with DOI
Publication submission with DOI
Publication submission
Publication submission
Supporting Information
Supporting Information
General Information
General Information
Copyright, Embargo and License
Copyright, Embargo and License
Contact us
Contact us
TEACHER IDENTITY AND SYMBOLIC BOUNDARIES: A CASE STUDY OF A PRIVATE SCHOOL
Download
10579238.pdf
Date
2023-10-17
Author
Soycan, Nihan
Metadata
Show full item record
This work is licensed under a
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
.
Item Usage Stats
54
views
13
downloads
Cite This
The rising number of Turkish private schools makes them important regarding teacher employment. Due to their distinct organizational structure and applications than public schools, private schools play a determining role in teacher identity. This study examines the role of a private school in the shaping of teaching. Additionally, professional identity may be shaped with symbolic boundaries that cognitively mark similarities and differences to other members of the same social group. This study also explains the experience of teacher identity in one of the long-established private schools in Ankara, in addition to the role of symbolic boundaries and institutional policies in teachers‘ professional identities. Data gathered through semi-structured interviews were analyzed using computer-assisted qualitative data analysis software. Results show that private school teachers experience systematic impoverishment, precarity, and erosion in social prestige. Teacher roles are restricted to preparing students for standardized testing and advertising the school. Teachers are discriminated against based on subject matter and professional experience. Mechanisms like the administrative approach focusing on problem prevention, nepotism, and unrealistic expectations of parents are deepening the discrimination in the school and prohibiting autonomous professional practices. Symbolic boundaries exist both among teachers and in their relationships with students or parents. Publicly stigmatized as "lazy", private school teachers use coping strategies including internalizing the ideological discourse framing the teaching profession, counter-stigmatizing public-school teachers, developing an ascetic approach to the profession, driving forward individual talents, and sticking to the emphasis on professional development compatibly with global culture demands.
Subject Keywords
Symbolic boundaries
,
teacher identity
,
teacher roles
,
identity
,
private school teachers
URI
https://hdl.handle.net/11511/105990
Collections
Graduate School of Social Sciences, Thesis
Citation Formats
IEEE
ACM
APA
CHICAGO
MLA
BibTeX
N. Soycan, “TEACHER IDENTITY AND SYMBOLIC BOUNDARIES: A CASE STUDY OF A PRIVATE SCHOOL,” M.S. - Master of Science, Middle East Technical University, 2023.