Teacher Professional Identity as a Construct of Community Perceptions: A Case Study of Teachers in Public Primary Schools in Uganda

Abstract

This article analyses teacher professional identity among public primary school teachers in Uganda as a construct of the community's perceptions.  The study followed a quantitative approach requiring127 teachers working with various public primary schools in both rural and semi-urban sub-counties of Mpigi District - Uganda to rate their opinions on how community (family, friends and peers) perceptions help them construct their professional identity. Findings showed that teachers think their families, friends, and peers were positive about them being part of the teaching profession. The study also, established that the community holds the teaching profession with high regard. Further, the study showed that despite believing the status of the teaching profession in the country is high; teachers think the community felt the status of the teaching profession in the country is low. The study recommends the need to institutionalize teacher professional development programs crafted towards helping teachers to reconstruct their identity as teaching professionals. Further, the study recommends the need to raise entry points for entrants into teacher training institutions in Uganda.