1. Introduction
Researchers in the field of psychology and education recognize the importance of professional identity. This is a multifaceted construct that serves as a framework for introspective contemplation, encompassing both emotional and cognitive dimensions related to self-awareness and self-definition. A rich body of research dealt with the professional identity of teachers around the world. However, there is still a lack of dedicated studies that show the construction of teachers’ professional identity as rooted in the geopolitical space in which they live, study, and work, a space that cognitively affects and forms their professional identity. This study seeks to examine the professional identity of teachers in the village of Al-Ghajar in northern Israel, with its population of Alawite Muslims. Because the village’s boundaries to the north actually penetrate Lebanon, until July 2022, Ghajar remained a secluded village, with residents having the freedom to leave but strict restrictions on outsiders entering the village, enforced by the state. However, in the summer of 2022, the village was allowed to open its gates and welcome visitors and travelers.
The primary objective of this research initiative is to explore the perspectives of teachers residing in the village, based on the geopolitical configuration that has implications specifically in relation to shaping their professional identity, and the space in which they operate as an isolated minority between geographical, religious, and ethnic boundaries of integration and exclusion [
1]. This multifaceted process is closely intertwined with emotional and cognitive responses, resulting in a nuanced and evolving interpretation of identities. It is important to emphasize that, as far as we are aware, there has been limited prior research focused on the village of Al-Ghajar. Most of the existing studies have primarily concentrated on political, geographical, and historical aspects. Consequently, this research aims to fill this significant gap by delving into the uncharted territory of Al-Ghajar educators’ professional identity, offering a deeper insight into the intricate connection between location, identity, and the teaching profession within the unique geopolitical context of the village [
2,
3,
4].
4. Findings
First, the prevalence and the center and distribution indices were calculated for demographic variables, as presented in
Table 1. The five study indices were then calculated with their level of reliability via Cronbach’s alpha (
Table 2). In addition, averages and standard deviations were calculated for all statements in the questionnaire (
Table 3).
The Pearson correlations calculated for the five study indices are presented in
Table 3. In addition, the correlations between the sense of mission and love for the profession, as well as between the sense of mission and self-fulfillment, are presented in
Figure 2.
In order to examine the associations between the five research indices and demographic variables, t-tests for independent samples and Pearson correlation tests were performed (Table 5, Table 6, Table 7 and Table 8).
As mentioned, the questionnaire consisted of 41 statements on a Likert scale of 1–5 divided into five topics. The first topic, love of the profession, was addressed in nine statements. The second, a sense of mission, was also addressed in nine statements. The third, professional skills, was addressed in 12 statements. The fourth, reputation of the profession, was covered by six statements. The fifth, self-fulfillment, was covered by five statements. The remaining six statements were written in negative language and were therefore calculated with reversed scales. For each participant, an average was calculated for each topic, and thus, the five research indicators were defined.
Table 2 presents the general characteristics of the research indicators.
Table 2.
General characteristics, averages, standard deviations, and reliability of research indicators (N = 61).
Table 2.
General characteristics, averages, standard deviations, and reliability of research indicators (N = 61).
Indicator | No. of Statements | Min. | Max. | M | SD | α |
---|
Love of the profession | 9 | 1.78 | 5 | 3.96 | 0.75 | 0.856 |
Sense of mission | 9 | 2.33 | 5 | 4.02 | 0.65 | 0.808 |
Professional skills | 12 | 2.08 | 5 | 4.24 | 0.48 | 0.814 |
Reputation of the profession | 6 | 2.33 | 5 | 4.01 | 0.61 | 0.661 |
Self-fulfillment | 5 | 2.4 | 5 | 3.89 | 0.67 | 0.666 |
The reliability of the indicators was found to be high according to Cronbach’s α, a statistic that characterizes a high degree of stability and consistency in the responses of the subjects in the statements of each indicator.
Table 3 below presents the averages for each statement, divided by indicator.
Table 3.
Averages and standard deviations for the research statements (N = 61).
Table 3.
Averages and standard deviations for the research statements (N = 61).
Love of the Profession | M | SD |
---|
I am sure I was right to choose to become a teacher | 4.08 | 1.01 |
I don’t like being a teacher | 2.70 | 1.65 |
I feel good about being in education | 4.30 | 0.78 |
I am happy I chose teaching | 3.97 | 1.06 |
I am drawn to being a teacher | 4.02 | 1.12 |
I always wanted to be a teacher | 3.75 | 1.14 |
I think that anyone who doesn’t like being a teacher shouldn’t be one | 3.97 | 1.10 |
I am drawn to work in the field of education | 4.10 | 0.94 |
I am satisfied to be working in education | 4.15 | 0.83 |
Sense of mission | M | SD |
I see my profession as a mission | 4.33 | 0.83 |
Teaching plays a major role in my life | 4.02 | 0.94 |
I don’t see myself leaving the field of education | 3.85 | 1.18 |
I always thought that my mission is to be a teacher | 3.82 | 1.06 |
People who don’t see teaching as a mission shouldn’t be teachers | 4.13 | 1.02 |
I feel I am suited to being a teacher | 4.48 | 0.81 |
I am at peace with my choice to teach | 4.13 | 0.96 |
For me, teaching is a mission | 4.13 | 0.94 |
I am not sure I will stay much longer in teaching | 2.74 | 1.45 |
Professional skills | M | SD |
I often have doubts whether I am suited to being a teacher | 2.21 | 1.29 |
I have the personal ability to be a good teacher | 4.56 | 0.70 |
I think I am a professional teacher | 4.48 | 0.81 |
I think I have the professional skills to be a good teacher | 4.52 | 0.65 |
I am sure I have the qualities to be a good teacher | 4.48 | 0.62 |
I lack basic skills to be a teacher | 1.57 | 0.94 |
I have the right approach to students | 4.56 | 0.65 |
I am proficient in the secrets of the teaching profession | 3.64 | 0.95 |
I am sure I have the competence to be a good teacher | 4.51 | 0.65 |
I know what I have to do in teaching | 4.54 | 0.57 |
I think only few teachers can define themselves as teaching professionals | 3.44 | 1.09 |
The COVID-19 pandemic has made me more creative | 3.93 | 0.85 |
Reputation of the profession | M | SD |
When the media offends the status of teacher I take it personally | 3.98 | 0.92 |
When someone is disdainful, I feel they are offending me | 3.69 | 1.31 |
When I see a teacher, I hold them in high esteem | 4.41 | 0.78 |
I am ashamed of being a teacher | 1.33 | 0.72 |
If people think I have another job, I correct them and say I am a teacher | 3.98 | 1.07 |
The COVID-19 pandemic has strengthened the status of teachers | 3.34 | 1.11 |
Self-fulfillment | M | SD |
I think I will actualize myself in a profession other than teaching | 2.90 | 1.31 |
I think that teaching is the profession that suits me best | 3.66 | 1.12 |
I think I am fulfilling myself in teaching | 3.89 | 1.03 |
I can express who I am in teaching | 4.20 | 0.93 |
I believe I will succeed in teaching | 4.62 | 0.64 |
This table shows all the indicators and categories tested as they make up the professional identity of the research population. In the next stage, we checked the correlations between the different categories.
4.1. Correlations between the Research Indicators
Pearson tests were performed to examine the correlations among the research indicators. The results are shown in
Table 4 below.
As shown, there are positive associations of medium–strong intensity between all research indicators. In other words, an increase in the levels of each of the indicators will also raise the levels of the other indicators.
We used a Pearson test to clarify the behavioral model from the above indicators and examined the correlations and effect that the sense of mission has on two variables: the love of the teaching profession and the sense of fulfillment (professional satisfaction). The results are presented below.
Figure 2 demonstrates the correlation between the sense of mission and love of the profession, as well as between the sense of mission and self-fulfillment: the greater the sense of mission, the greater the love of the profession and the greater the self-fulfillment. A significant correlation was found, indicating that mission consciousness was a significant element in shaping and consolidating the professional identity of the village teachers. This contributes to the formation of a more “complete” professional identity.
4.1.1. Education
To examine the differences in research indicators between bachelor’s degree and master’s degree holders,
T-tests were performed for independent samples.
Table 5 below shows the averages for both groups and the test results.
As shown, the average of bachelor’s degree holders is slightly higher than the average of master’s degree holders in most indicators (except for profession reputation), although not significantly. In other words, there are no differences according to education.
4.1.2. Gender
To examine the differences in the research indicators between men and women,
T-tests were performed for independent samples.
Table 6 below shows the averages for both groups and the test results.
As shown, women’s averages are higher than men’s averages in most indicators (except for profession reputation). In the self-fulfillment indicator, the differences are significant t(59) = 3.38, p < 0.01, so we can say that the women feel greater self-fulfillment than the men.
4.1.3. Age, Teaching Seniority, and Number of Children
Pearson tests were conducted to examine the correlations between age, teaching seniority, and number of children and the research indicators. The results are shown in
Table 7 below.
Most of the correlations were found to be weak and insignificant. However, a positive correlation of moderate and significant intensity (r = 0.355, p < 0.01) was found between profession reputation and age, so that the older the teacher, the stronger the profession reputation is felt.
4.1.4. Family Status
To examine the differences in the research indicators between single and married individuals,
t-tests were performed for independent samples.
Table 8 below shows the averages for both groups and the test results.
As shown, there are no significant differences between the averages for single and married teachers for any of the indicators.
There are strong positive correlations (marked in green) between several categories; for example, “love for the profession” and “self-fulfillment” have a very strong positive correlation (0.831 **), suggesting that teachers who have a high level of love for their profession tend to experience a high level of self-fulfillment. There is also a positive correlation (0.430 **) between the indicators of “professional skills” and “professional unity”, suggesting that teachers who report higher professional skills tend to also report a stronger sense of professional unity. Similarly, “sense of mission” and “professional skills” have a strong positive correlation (0.654 **), implying that teachers who feel a strong sense of mission in their work also tend to report higher professional skills.
4.1.5. Qualitative Findings
This section is based on content analysis into categories of the open-ended question: “How would you define your professional work in relation to the area in which you live?” The responses addressed the characteristics of the respondents’ professional role perceptions as teachers in this particular village.
Of the 61 teachers who responded to the questionnaire, 35 (57%) chose to answer this question. Four teachers (11%) chose to use the word “mission”, seven chose to use the word “excellent”, and nine (25%) chose to use the word “good”.
We used Atlas.ti software version 5 to conduct the analyses. Twelve teachers (30%) referred to concepts of wanting to help educate the next generation of village residents, while mentioning social–ideological motives, using terms such as “minority”, “helping my village”, and “sacred work”, in order to maintain social cohesion within the village, thereby preserving the unique character of the village residents in order to ensure its continued existence.
Some quotes from the answers in the teachers’ own words are as follows:
“Teaching is a mission for us, as members of a minority. We have a responsibility to safeguard our children’s future.”
“Teaching is a challenging and beautiful endeavor, a sacred calling that demands considerable effort and unwavering dedication.”
“For me, teaching is a mission dedicated to advancing our profession, which, in my eyes, encompasses my entire village.”
“I hold deep appreciation for my students, with whom I share the same village, and I wholeheartedly give of myself in their education.”
When asked to define their professional role in their village, all respondents used positive terms such as “excellent”, “good”, “mission”, and “desire to help”. This suggests a strong commitment among this social minority to uphold social cohesion as an essential aspect of their professional educational work. They put significant effort into incorporating this commitment into their educational roles, seeing it as integral to their personal identity, often referring to Al-Ghajar as “my village” and emphasizing their identity as a minority within the community.
5. Discussion and Conclusions
This study examined how the distinctive context of Al-Ghajar village influences the professional identity perceptions of its teachers. The primary question was as follows: How do these teachers perceive their professional identity given their unique geopolitical, social, and religious environment? The findings revealed a nuanced and intricate professional identity influenced by various factors. Notably, their strong sense of mission played a pivotal role in shaping and reinforcing this professional identity, providing a sense of purpose and self-worth while defining their contributions to society. This sense of mission was intricately tied to their passion for the profession and their personal satisfaction. We find a very strong positive correlation between their “love for the profession” and “self-fulfillment”. Between the “sense of mission” and “professional skills”, we find a strong positive correlation implying that teachers who strongly identify with a sense of mission in their work tend to report higher levels of professional skills.
Moreover, the teachers’ responses to the open-ended question underscored their unwavering commitment as a social minority to uphold social cohesion through their educational endeavors. They consider their work an integral aspect of their identity, often stating, “This is my village”, and they emphasize their minority status. Importantly, they consistently used positive terms like “excellent” and “good” to describe their work, reflecting their genuine desire to contribute to the education of the village’s future generations. Their responses also revealed social and ideological motivations, particularly the preservation of their community’s distinct character, which they view as a sacred and indispensable mission for the village’s enduring existence. This underscores their dedication to social sustainability and continuity. The teachers’ perceptions reflect context-dependent social and cultural practices, and the context includes experiences prior to and outside the teaching experiences. As an exceptional enclave village, Al-Ghajar has forged a unique geopolitical configuration that significantly contributes to the construction of these teachers’ professional identities.
The teachers of Al-Ghajar operate as an isolated minority between geographical, religious, and ethnic boundaries of integration and exclusion [
35]. The geographical configuration serves as a general space for personal professional conduct. In our opinion, it is a significant factor in shaping this identity, which is motivated by a sense of personal, professional, and communal mission of a minority, rooted in a complex geopolitical enclave.
In the professional context, these findings can refer to theoretical and practical experiences while teaching. These perceptions are in line with several studies [
35,
36] that suggested that teachers tend to evolve from the interaction between personal, professional, political, and external contexts. A well-developed professional identity could also improve teachers’ confidence in their decision to work in education, as well as their commitment to the profession. It is hard to separate the contexts. However, it is important to examine them in order to understand affinities as an integral part of shaping professional perceptions and identities as predictors of quality educational practice.
The findings in this paper demonstrate that the professional identity of the teachers of Al-Ghajar is well established, which indicates a high commitment to persevere [
36]. Their self-perception and perspective may be an authentic expression that directly explains their professional identity. The current research indicates that the ability to legitimize one’s role has important implications for the quality of teaching, as it can help teachers form familiar, affiliated, and secure identities, which are all key traits, since a positive sense of professional self is a prerequisite for their job satisfaction and resilience [
37].
The findings of this study are also consistent with earlier studies [
38,
39] that demonstrate how professional identity is shaped based on the characteristics of general identity, and how teachers “perceive” their place in society and its institutions and play a significant role in it while legitimizing their positions [
39]. Teachers who are a national religious minority tend to preserve their community and sense of mission [
40]. A fairly recent study revealed characteristics of tradition, integration, and participation among teachers in an Australian school, characterizing their essence as a “shared sacred mission” focused on the concepts of community, faith, life, and community [
41].
Identity is shaped by culture and involves both individual cognition and social processes. Identity formation is not just personal; it is also a political process where individuals may choose to align with or challenge dominant societal norms and expectations [
42,
43]. Studies dealing with teacher professional identity have made it clear that the characteristics of general identity (gender, nationality, and race) impact the construction of professional identity and that they are intertwined [
42].
Dealing with the issue of professional identity in teaching in the context of physical space is of great importance. Barselai et al. (2022) [
17] suggested that the geographical space also influences the development of professional identity in preservice teacher training. Al-Ghajar, as a unique enclave, has created a geopolitical configuration that contributes to the construction of the professional identity of teachers in the village. Thus, their professional identity is a reflection of the place where they live and teach.
These conclusions provide valuable insights into the complex interplay of factors that shape teachers’ professional identities and the connections between various dimensions of their professional experiences. This study sought to unveil the perceptions of the professional identity of the teachers in Al-Ghajar, revealing strong connections between emotions, thoughts, and professional experiences. This comprehensive identity, referred to as a holistic professional identity, encompasses all facets of professional, personal, and regional elements. It includes a passion for the profession, a sense of purpose, professional skills, reputation, and self-fulfillment, all woven into a cohesive concept deeply rooted in the local community and society just like a beautiful mosaic with strong threads of emotion, thought, cognition, and experience connecting everything, forming a quilt that is a cherished part of their local community and society. We believe that this research has broad implications dealing with the relationship between professional identity and geographic space—a matter worth deepening the research on.
5.1. Recommendations for Future Research
This is a preliminary exploratory study. We believe that there is room to expand the research and examine in depth the types of motives, factors, and components that characterize and structure this identity, in an attempt to further understand its correlations and connections. It would be appropriate to conduct follow-up studies with in-depth interviews.
5.2. Research Limitations
The small size of the sample (61 teachers) might be seen as a limitation. However, since the entire possible population for this particular study was only 70, the high response rate (87.14%) makes it a suitably representative sample.