Reconstructing Teacher Professional Identity in Rural Secondary Schools of Eastern Kenya: A Phenomenological Study
Keywords:
teacher professional identity, rural education, phenomenology, Kenya, identity reconstruction, teacher resilience, community integration, professional developmentAbstract
This phenomenological study explores the lived experiences of secondary school teachers in rural Eastern Kenya as they reconstruct their professional identities in response to unique contextual challenges and opportunities. Twelve teachers from five rural secondary schools across three counties participated in in-depth interviews, reflective journaling, and focus group discussions over a four-month period. Data analysis following Giorgi's phenomenological framework revealed three major themes: (1) navigating identity tensions between professional ideals and rural realities, (2) community integration and the expansion of professional identity beyond traditional pedagogical roles, and (3) resilience and agency as central dimensions of reconstructed professional identity. Findings indicate that professional identity reconstruction is an ongoing, dynamic process requiring continuous negotiation between individual aspirations and contextual constraints, formal expectations and community demands, and professional standards and localized definitions of effectiveness. Teachers demonstrated remarkable adaptability by developing hybrid professional identities that encompassed expanded roles including community leadership, cultural brokering, and multi-dimensional educational advocacy. Successful identity reconstruction was facilitated by collegial support, school leadership recognition, community integration, and personal resilience strategies. The study highlights the need for context-sensitive teacher education and professional development that prepares teachers for the realities of rural teaching, validates their expanded professional roles, and provides sustained support for identity development across career stages. These findings contribute to understanding how professional identity is constructed in resource-constrained contexts and have implications for teacher preparation, retention strategies, and education policy reforms in Kenya and similar developing nations.
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