Empowering Educators: Linking Identity And Motivation

Anita Gamvrellis, Head of Teaching and Learning, Wesley College

Anita Gamvrellis, Head of Teaching and Learning, Wesley College

Every teacher comes into the educational field with a perceived notion of what education is and why it matters. We may identify intrinsic or altruistic motivations, such as having a passion for teaching or making a difference in the lives of our young people. But what sustains us in our educational pursuits? How we identify as educational professionals (self-efficacy) has a significant impact on our job satisfaction, level of motivation, commitment to our work and how we grow as individuals. There are three dimensions that influence our professional identity: personal (our life outside of school), professional (role of an educator) and situational (the daily encounters). The balance of these factors has been reported to have an impact on teacher effectiveness. Professional identity has considerable literature attached to it, which explores the factors, influences, beliefs and opinions of how we see ourselves as educational professionals. As individuals, having a deeper understanding of these areas and how they influence our engagement in our work assists us to identify areas of strength, growth and concern through reflective practice so that we can target professional development and dialogue to increase our levels of motivation and satisfaction. As leaders, it assists us in understanding the factors that may influence engagement and performance and subsequently designing professional learning and reflection that empowers and sets the conditions for teachers to thrive.

" When reflecting on professional identity theory, I observe strong links to selfdetermination theory " 

When reflecting on professional identity theory, I observe strong links to self-determination theory. Intrinsic motivation is strongly linked to self-determination theory and tightly linked to self-efficacy. A strong sense of self-efficacy is linked to job satisfaction. As an educational leader, I find myself going back to this theory regularly when examining opportunities and issues in an educational setting. I ask myself questions such as: Are the conditions set for teachers to feel connected, safe, valued and feel they belong? Are there opportunities for teachers to be autonomous, self-directed, involved in decision-making, and/or driving growth? Can teachers feel/observe they are growing in mastery and confidence? The same principles apply to our students. Are the educational conditions set to ensure our students are connected and feel a sense of purpose, and are the conditions set to achieve mastery? These are a few critical questions to reflect upon as we navigate the dynamic nature of the teaching profession.