Teacher Professional Identity, Psychological Well-Being, and Educational Policy in Türkiye

Ahmet Yirmibeş; Nihan Demirkasımoğlu

doi:10.67415/bujer.1939473

TR EN

Öğretmen Mesleki Kimliği, Psikolojik İyi Oluş ve Türkiye'de Eğitim Politikası

Abstract

Öğretmen mesleki kimliği, neoliberal reformlar çerçevesinde belirgin biçimde dönüşen eğitim politikalarınca biçimlendirilmektedir. Bu çalışmada, Türkiye'deki devlet ortaöğretim okullarında görev yapan öğretmenlerin aktivist ve girişimci mesleki kimlikleri (Sachs, 2001, 2003) ne ölçüde benimsedikleri ve her bir kimlik türünün öğretmenlerin psikolojik iyi oluşları ile nasıl bir ilişki içinde olduğu incelenmiştir. Çalışmada ilişkisel araştırma modeli kullanılmış olup veriler, Türkiye'nin Batı Karadeniz Bölgesi'ndeki 17 devlet ortaöğretim kurumunda görev yapan 290 öğretmenden elde edilmiştir. Veri toplama aracı olarak, bu çalışma kapsamında geliştirilen Aktivist Öğretmen Kimliği Ölçeği ve Girişimci Öğretmen Kimliği Ölçeği ile Diener ve diğerleri (2010) tarafından geliştirilip Telef (2013) tarafından Türkçeye uyarlanan Psikolojik İyi Oluş Ölçeği kullanılmıştır. Bulgular, öğretmenlerin aktivist kimlik düzeylerinin yüksek (X̄ = 4,14), girişimci kimlik düzeylerinin ise düşük (X̄ = 2,55) olduğunu ortaya koymuştur. Pearson korelasyon analizi sonuçları, aktivist kimlik ile psikolojik iyi oluş arasında pozitif yönde ve orta düzeyde (r = ,33; p < ,01); girişimci kimlik ile psikolojik iyi oluş arasında ise negatif yönde ve düşük düzeyde (r = −,20; p < ,01) anlamlı bir ilişki bulunduğunu göstermiştir. Elde edilen bulgular, demokratik, işbirlikçi ve eleştirel bir biçimde mesleğe bağlı değerlerin öğretmenlerin iyi oluş düzeyini olumlu yönde desteklediğine; buna karşılık yönetimci ve performansa dayalı rollerle özdeşleşmenin iyi oluşu olumsuz etkilediğine işaret etmektedir. Çalışma sonunda elde edilen bulgular; eğitim politikası, öğretmen yetiştirme ve hizmet içi eğitim açısından tartışılmıştır.

Keywords

öğretmen mesleki kimliği, activist öğretmen, teknisyen öğretmen, psikolojik iyi oluş, eğitim politikası

Teacher Professional Identity, Psychological Well-Being, and Educational Policy in Türkiye

Abstract

Teacher professional identity is shaped by educational policies that have shifted markedly under neoliberal reform. This study examined the extent to which Turkish high school teachers in state schools adopt activist and entrepreneurial professional identities (Sachs, 2001, 2003) and how each identity type relates to their psychological well-being. A correlational survey design was used with 290 teachers from 17 public secondary schools in the Western Black Sea Region of Turkiye. Data were collected using the Activist Teacher Identity Scale (ATIS) and the Entrepreneur Teacher Identity Scale (ETIS), both developed for this study, together with the Turkish version (Telef, 2013) of Diener et al.'s (2010) Flourishing Scale. Teachers reported a high level of activist identity (M = 4.14) and a low level of entrepreneur identity (M = 2.55). Pearson correlations indicated a positive, moderate relationship between activist identity and psychological well-being (r = .33, p < .01) and a negative, weak relationship between entrepreneur identity and psychological well-being (r = −.20, p < .01). The findings suggest that democratic, collaborative, and critically engaged professional values are associated with greater well-being among teachers, whereas identification with managerial, performance-driven roles is associated with diminished well-being. Implications for policy, teacher education, and in-service support are discussed.

Keywords

teacher professional identity, activist teacher, entrepreneur teacher, psychological well-being, educational policy

References

Akın, U., & Özdemir, M. (2009). The examination of teacher candidates' democratic values in terms of various variables: The case of Faculty of Educational Sciences. Ankara University Journal of Faculty of Educational Sciences, 42(2), 183–198.
Akpınar, B., & Aydın, K. (2007). Türkiye ve bazı ülkelerin eğitim reformlarının karşılaştırılması [A comparison of educational reforms in Turkey and selected countries]. Fırat Üniversitesi Doğu Anadolu Bölgesi Araştırmaları Dergisi, 6(1), 82–88.
Akşit, F. (2006). Performans değerlendirmeye ilişkin öğretmen görüşleri (Bigadiç İlköğretim Öğretmenleri Örneği) [Teachers' opinions on performance evaluation (The case of Bigadiç primary school teachers)]. Sosyal Bilimler Araştırmaları Dergisi, 2, 76–101.
Apple, M. W. (1987). Teaching and technology: The hidden effects of computers on teachers and students. Educational Policy, 1(1), 135–157. http://dx.doi.org/10.1177/0895904887001001012
Apple, M. W. (1995). Education and power (2nd ed.). New York, NY: Routledge.
Apple, M. W. (2001). Comparing neo-liberal projects and inequality in education. Comparative Education, 37(4), 409–423. http://dx.doi.org/10.1080/03050060120091229
Apple, M. W. (2004). Ideology and curriculum (3rd ed.). New York, NY: Routledge. http://dx.doi.org/10.4324/9780203487563
Arıcı, F. (2011). Üniversite öğrencilerinde toplumsal cinsiyet rollerine ilişkin algılar ve psikolojik iyi oluş [Perceptions of gender roles and psychological well-being among university students] (Unpublished master's thesis). Hacettepe University, Ankara, Türkiye.
Beane, J. A., & Apple, M. W. (1995). The case for democratic schools. In M. W. Apple & J. A. Beane (Eds.), Democratic schools (pp. 1–25). Alexandria, VA: Association for Supervision and Curriculum Development.
Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175–189. http://dx.doi.org/10.1080/03057640902902252

Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers' professional identity. Teaching and Teacher Education, 20(2), 107–128. http://dx.doi.org/10.1016/j.tate.2003.07.001
Beijaard, D., Verloop, N., & Vermunt, J. D. (2000). Teachers' perceptions of professional identity: An exploratory study from a personal knowledge perspective. Teaching and Teacher Education, 16(7), 749–764. http://dx.doi.org/10.1016/S0742-051X(00)00023-8
Beltman, S., Glass, C., Dinham, J., Chalk, B., & Nguyen, B. H. N. (2015). Drawing identity: Beginning pre-service teachers' professional identities. Issues in Educational Research, 25(3), 225–245. Retrieved from http://www.iier.org.au/iier25/beltman.html
Benade, L. (2012). From technicians to teachers: Ethical teaching in the context of globalised education reform. London, UK: A&C Black.
Bolívar, A., & Domingo, J. (2006). The professional identity of secondary school teachers in Spain: Crisis and reconstruction. Theory and Research in Education, 4(3), 339–355. http://dx.doi.org/10.1177/1477878506069105
Bullough, R. V., Jr. (2005). Being and becoming a mentor: School-based teacher educators and teacher educator identity. Teaching and Teacher Education, 21(2), 143–155. http://dx.doi.org/10.1016/j.tate.2004.12.002
Buyruk, H. (2015). Öğretmen emeğinin dönüşümü [The transformation of teacher labour]. İstanbul, Türkiye: İletişim Yayınları.
Canrinus, E. T., Helms-Lorenz, M., Beijaard, D., Buitink, J., & Hofman, A. (2011). Profiling teachers' sense of professional identity. Educational Studies, 37(5), 593–608. http://dx.doi.org/10.1080/03055698.2010.539857
Carl, N. M., Jones-Layman, A., & Quinn, R. (2022). Taking back teaching: The professionalization work of teacher activist organizations. Journal of Teacher Education, 73(4), 393–406. http://dx.doi.org/10.1177/00224871211070778
Cihangir-Çankaya, Z. (2009). Öğretmen adaylarında temel psikolojik ihtiyaçların doyumu ve iyi olma [Satisfaction of basic psychological needs and well-being in pre-service teachers]. Türk Eğitim Bilimleri Dergisi, 7(3), 691–711.
Day, C. (2002). School reform and transitions in teacher professionalism and identity. International Journal of Educational Research, 37(8), 677–692. http://dx.doi.org/10.1016/S0883-0355(03)00065-X
Day, C., & Kington, A. (2008). Identity, well-being and effectiveness: The emotional contexts of teaching. Pedagogy, Culture & Society, 16(1), 7–23. http://dx.doi.org/10.1080/14681360701877743
Day, C., & Sachs, J. (2004). Professionalism, performativity and empowerment: Discourses in the politics, policies and purposes of continuing professional development. In C. Day & J. Sachs (Eds.), International handbook on the continuing professional development of teachers (pp. 3–32). Maidenhead, UK: Open University Press.
Day, C., Stobart, G., Sammons, P., & Kington, A. (2006). Variations in the work and lives of teachers: Relative and relational effectiveness. Teachers and Teaching, 12(2), 169–192. http://dx.doi.org/10.1080/13450600500467381
Dewey, J. (2001). Democracy and education. University Park, PA: Pennsylvania State University Electronic Classics Series. (Original work published 1916)
Diener, E., Wirtz, D., Tov, W., Kim-Prieto, C., Choi, D.-W., Oishi, S., & Biswas-Diener, R. (2010). New well-being measures: Short scales to assess flourishing and positive and negative feelings. Social Indicators Research, 97(2), 143–156. http://dx.doi.org/10.1007/s11205-009-9493-y
Doğan, T., & Eryılmaz, A. (2013). İki boyutlu benlik saygısı ve öznel iyi oluş arasındaki ilişkilerin incelenmesi [An examination of the relationships between two-dimensional self-esteem and subjective well-being]. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 33, 107–117.
Dönmez, Ö. (2008). Türkiye'de öğretmen kimliğinin dönüşümüne ilişkin bir çözümleme [An analysis of the transformation of teacher identity in Turkey] (Unpublished master's thesis). Ankara University, Ankara, Türkiye.
Durmaz, O. S. (2014). Türkiye'de öğretmen olmak: Emek süreci ve proleterleşme [Being a teacher in Turkey: Labour process and proletarianisation]. Ankara, Türkiye: Nota Bene.
Esen, Y. (2004). Öğretmenlerin toplumsal/mesleki kimliklerine ve rollerine ilişkin değerlendirmeleri: Sosyal bilgiler öğretmenleri üzerine yapılmış bir araştırma [Teachers' evaluations of their social/professional identities and roles: A study on social studies teachers] (Unpublished doctoral dissertation). Ankara University, Ankara, Türkiye.
Esen, Y. (2010). Problem definitions and resistance strategies of teachers: A sociological analysis on teachers' narratives. Elementary Education Online, 9(3), 1007–1026.
Fiorilli, C., Gabola, P., Pepe, A., Meylan, N., Curchod-Ruedi, D., Albanese, O., & Doudin, P.-A. (2015). The effect of teachers' emotional intensity and social support on burnout syndrome: A comparison between Italy and Switzerland. Revue Européenne de Psychologie Appliquée, 65(6), 275–283. http://dx.doi.org/10.1016/j.erap.2015.10.003
Flores, M. A., & Day, C. (2006). Contexts which shape and reshape new teachers' identities: A multi-perspective study. Teaching and Teacher Education, 22(2), 219–232. http://dx.doi.org/10.1016/j.tate.2005.09.002
Forgeard, M. J. C., Jayawickreme, E., Kern, M. L., & Seligman, M. E. P. (2011). Doing the right thing: Measuring wellbeing for public policy. International Journal of Wellbeing, 1(1), 79–106. http://dx.doi.org/10.5502/ijw.v1i1.15
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). New York, NY: McGraw-Hill.
Freire, P. (2006). Ezilenlerin pedagojisi [Pedagogy of the oppressed] (D. Hattatoğlu & E. Özbek, Trans.). İstanbul, Türkiye: Ayrıntı. (Original work published 1968)
Friedman, I. A. (1999). Teacher-perceived work autonomy: The concept and its measurement. Educational and Psychological Measurement, 59(1), 58–76. http://dx.doi.org/10.1177/0013164499591005
Friedman, M., & Friedman, R. D. (1990). Free to choose: A personal statement. Boston, MA: Houghton Mifflin Harcourt.
Giroux, H. A. (1985). Intellectual labor and pedagogical work: Rethinking the role of teacher as intellectual. Phenomenology + Pedagogy, 3(1), 20–32. http://dx.doi.org/10.29173/pandp15133
Giroux, H. A. (1988). Teachers as intellectuals: Toward a critical pedagogy of learning. Westport, CT: Bergin & Garvey.
Giroux, H. A., & McLaren, P. (1986). Teacher education and the politics of engagement: The case for democratic schooling. Harvard Educational Review, 56(3), 213–239. http://dx.doi.org/10.17763/haer.56.3.trr1473235232320
Gu, Q., & Day, C. (2007). Teachers' resilience: A necessary condition for effectiveness. Teaching and Teacher Education, 23(8), 1302–1316. http://dx.doi.org/10.1016/j.tate.2006.06.006
Hargreaves, A. (2000). Four ages of professionalism and professional learning. Teachers and Teaching: Theory and Practice, 6(2), 151–182. http://dx.doi.org/10.1080/713698714
Hargreaves, A. (2005). Educational change takes ages: Life, career and generational factors in teachers' emotional responses to educational change. Teaching and Teacher Education, 21(8), 967–983. http://dx.doi.org/10.1016/j.tate.2005.06.007
Harris, D. L. (1995). Composing a life as a teacher: The role of conversation and community in teachers' formation of their identity as professionals (Unpublished doctoral dissertation). Michigan State University, East Lansing, MI.
Hayek, F. A. (2013). The constitution of liberty: The definitive edition. London, UK: Routledge. http://dx.doi.org/10.4324/9781315824741
Hill, D. (2007). Critical teacher education, new labour, and the global project of neoliberal capital. Policy Futures in Education, 5(2), 204–225. http://dx.doi.org/10.2304/pfie.2007.5.2.204
Kelchtermans, G. (2005). Teachers' emotions in educational reforms: Self-understanding, vulnerable commitment and micropolitical literacy. Teaching and Teacher Education, 21(8), 995–1006. http://dx.doi.org/10.1016/j.tate.2005.06.009
Keyes, C. L. M., Shmotkin, D., & Ryff, C. D. (2002). Optimizing well-being: The empirical encounter of two traditions. Journal of Personality and Social Psychology, 82(6), 1007–1022. http://dx.doi.org/10.1037/0022-3514.82.6.1007
Korthagen, F. A. J. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20(1), 77–97. http://dx.doi.org/10.1016/j.tate.2003.10.002
Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30(3), 607–610. http://dx.doi.org/10.1177/001316447003000308
Lamote, C., & Engels, N. (2010). The development of student teachers' professional identity. European Journal of Teacher Education, 33(1), 3–18. http://dx.doi.org/10.1080/02619760903457735
Lasky, S. (2005). A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. Teaching and Teacher Education, 21(8), 899–916. http://dx.doi.org/10.1016/j.tate.2005.06.003
Marshall, C., & Anderson, A. L. (2009). Is it possible to be an activist educator? In C. Marshall & A. L. Anderson (Eds.), Activist educators: Breaking past limits (pp. 1–30). New York, NY: Routledge.
McLaren, P. (1995). Critical pedagogy and predatory culture: Oppositional politics in a postmodern era. New York, NY: Routledge.
McLaren, P. (2014). Okullarda yaşam: Eleştirel pedagojiye giriş [Life in schools: An introduction to critical pedagogy] (M. Y. Eryaman & H. Arslan, Trans.). Ankara, Türkiye: Anı Yayıncılık.
Milli Eğitim Bakanlığı [MEB]. (2014). Öğretmen yeterlilikleri: Öğretmenlik mesleği genel ve özel alan yeterlilikleri [Teacher competencies: General and subject-specific competencies for the teaching profession]. Ankara, Türkiye: Devlet Kitapları.
Mockler, N. (2013). Teacher professional learning in a neoliberal age: Audit, professionalism and identity. Australian Journal of Teacher Education, 38(10), 35–47. http://dx.doi.org/10.14221/ajte.2013v38n10.8
Nias, J. (1989). Subjectively speaking: English primary teachers' careers. International Journal of Educational Research, 13(4), 391–402.
Nias, J. (1996). Thinking about feeling: The emotions in teaching. Cambridge Journal of Education, 26(3), 293–306. http://dx.doi.org/10.1080/0305764960260301
Parker, P. D., & Martin, A. J. (2009). Coping and buoyancy in the workplace: Understanding their effects on teachers' work-related well-being and engagement. Teaching and Teacher Education, 25(1), 68–75. http://dx.doi.org/10.1016/j.tate.2008.06.009
Pillen, M., Beijaard, D., & den Brok, P. (2013). Tensions in beginning teachers' professional identity development, accompanying feelings and coping strategies. European Journal of Teacher Education, 36(3), 240–260. http://dx.doi.org/10.1080/02619768.2012.696192
Rushton, E. A. C., Rawlings Smith, E., Steadman, S., & Towers, E. (2023). Understanding teacher identity in teachers’ professional lives: A systematic review of the literature. Review of Education, 11(2), e3417. http://dx.doi.org/10.1002/rev3.3417
Ryff, C. D., Magee, W. J., Kling, K. C., & Wing, E. H. (1999). Forging macro-micro linkages in the study of psychological well-being. In C. D. Ryff & V. W. Marshall (Eds.), The self and society in aging processes (pp. 247–278). New York, NY: Springer.
Sachs, J. (2000). The activist professional. Journal of Educational Change, 1(1), 77–94. http://dx.doi.org/10.1023/A:1010092014264
Sachs, J. (2001). Teacher professional identity: Competing discourses, competing outcomes. Journal of Education Policy, 16(2), 149–161. http://dx.doi.org/10.1080/02680930116819
Sachs, J. (2003). The activist teaching profession. Maidenhead, UK: Open University Press.
Sachs, J. (2005). Teacher education and the development of professional identity: Learning to be a teacher. In P. M. Denicolo & M. Kompf (Eds.), Connecting policy and practice: Challenges for teaching and learning in schools and universities (pp. 5–21). London, UK: Routledge. http://dx.doi.org/10.4324/9780203012529-3
Schepens, A., Aelterman, A., & Vlerick, P. (2009). Student teachers' professional identity formation: Between being born as a teacher and becoming one. Educational Studies, 35(4), 361–378. http://dx.doi.org/10.1080/03055690802648317
Schmidt, M., & Datnow, A. (2005). Teachers' sense-making about comprehensive school reform: The influence of emotions. Teaching and Teacher Education, 21(8), 949–965. http://dx.doi.org/10.1016/j.tate.2005.06.006
Schultz, T. W. (1971). Investment in human capital: The role of education and of research. New York, NY: Free Press.
Smyth, J. (2011). Critical pedagogy for social justice. London, UK: Continuum.
Telef, B. B. (2013). Psikolojik iyi oluş ölçeği: Türkçeye uyarlama, geçerlik ve güvenirlik çalışması [The adaptation of the Psychological Well-Being Scale into Turkish: A validity and reliability study]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28(3), 374–384.
Telef, B. B., Uzman, E., & Ergün, E. (2013). Öğretmen adaylarında psikolojik iyi oluş ve değerler arasındaki ilişkinin incelenmesi [An examination of the relationship between psychological well-being and values in pre-service teachers]. Turkish Studies, 8(12), 1297–1307.
Thomas, L., & Beauchamp, C. (2011). Understanding new teachers' professional identities through metaphor. Teaching and Teacher Education, 27(4), 762–769. http://dx.doi.org/10.1016/j.tate.2010.12.007
Thomas, S. (2005). The construction of teacher identities in educational policy documents: A critical discourse analysis. Critical Studies in Education, 46(2), 25–44.
Tunacan, S., & Çetin, C. (2009). Lise öğretmenlerinin iş doyumunu etkileyen faktörlerin tespitine ilişkin bir araştırma [A study on the factors affecting the job satisfaction of high-school teachers]. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 29(29), 155–172.
van Veen, K., & Lasky, S. (2005). Emotions as a lens to explore teacher identity and change: Different theoretical approaches. Teaching and Teacher Education, 21(8), 895–898. http://dx.doi.org/10.1016/j.tate.2005.06.002
Verme, P. (2009). Happiness, freedom and control. Journal of Economic Behavior & Organization, 71(2), 146–161. http://dx.doi.org/10.1016/j.jebo.2009.04.008
Volkmann, M. J., & Anderson, M. A. (1998). Creating professional identity: Dilemmas and metaphors of a first-year chemistry teacher. Science Education, 82(3), 293–310. http://dx.doi.org/10.1002/(SICI)1098-237X(199806)82:3<293::AID-SCE1>3.0.CO;2-7
Yıldız, A. (2014). Türkiye'de öğretmenlik mesleğinin dönüşümü: İdealist öğretmenden sınava hazırlayıcı teknisyen öğretmene [The transformation of the teaching profession in Turkey: From the idealist teacher to the exam-preparation technician teacher]. In A. Yıldız (Ed.), İdealist öğretmenden sınava hazırlayıcı teknisyen öğretmene (pp. 13–26). İstanbul, Türkiye: Kalkedon.
Zembylas, M. (2003). Emotions and teacher identity: A poststructural perspective. Teachers and Teaching, 9(3), 213–238. http://dx.doi.org/10.1080/13540600309378
Zembylas, M. (2005). Discursive practices, genealogies, and emotional rules: A poststructuralist view on emotion and identity in teaching. Teaching and Teacher Education, 21(8), 935–948. http://dx.doi.org/10.1016/j.tate.2005.06.005
Zhao, S., Dong, Y., & Luo, J. (2022). Profiles of teacher professional identity among student teachers and its association with mental health. Frontiers in Public Health, 10, 735811. http://dx.doi.org/10.3389/fpubh.2022.735811

Details

Primary Language

English

Subjects

Teacher Education and Professional Development of Educators, Education Policy

Journal Section

Research Article

Authors

Ahmet Yirmibeş ^*
0000-0002-4085-0742
Türkiye

Nihan Demirkasımoğlu
0000-0001-8609-9985
Türkiye

Publication Date

June 30, 2026

Submission Date

April 28, 2026

Acceptance Date

June 29, 2026

Published in Issue

Year 2026 Volume: 10 Number: 1

DOI

https://doi.org/10.67415/bujer.1939473

IZ

https://izlik.org/JA55XP43DU

APA

Yirmibeş, A., & Demirkasımoğlu, N. (2026). Teacher Professional Identity, Psychological Well-Being, and Educational Policy in Türkiye. Bartın University Journal of Educational Research, 10(1), 60-79. https://doi.org/10.67415/bujer.1939473

AMA

1.Yirmibeş A, Demirkasımoğlu N. Teacher Professional Identity, Psychological Well-Being, and Educational Policy in Türkiye. ANNOUNCEMENTS. 2026;10(1):60-79. doi:10.67415/bujer.1939473

Chicago

Yirmibeş, Ahmet, and Nihan Demirkasımoğlu. 2026. “Teacher Professional Identity, Psychological Well-Being, and Educational Policy in Türkiye”. Bartın University Journal of Educational Research 10 (1): 60-79. https://doi.org/10.67415/bujer.1939473.

EndNote

Yirmibeş A, Demirkasımoğlu N (June 1, 2026) Teacher Professional Identity, Psychological Well-Being, and Educational Policy in Türkiye. Bartın University Journal of Educational Research 10 1 60–79.

IEEE

[1]A. Yirmibeş and N. Demirkasımoğlu, “Teacher Professional Identity, Psychological Well-Being, and Educational Policy in Türkiye”, ANNOUNCEMENTS, vol. 10, no. 1, pp. 60–79, June 2026, doi: 10.67415/bujer.1939473.

ISNAD

Yirmibeş, Ahmet - Demirkasımoğlu, Nihan. “Teacher Professional Identity, Psychological Well-Being, and Educational Policy in Türkiye”. Bartın University Journal of Educational Research 10/1 (June 1, 2026): 60-79. https://doi.org/10.67415/bujer.1939473.

JAMA

1.Yirmibeş A, Demirkasımoğlu N. Teacher Professional Identity, Psychological Well-Being, and Educational Policy in Türkiye. ANNOUNCEMENTS. 2026;10:60–79.

MLA

Yirmibeş, Ahmet, and Nihan Demirkasımoğlu. “Teacher Professional Identity, Psychological Well-Being, and Educational Policy in Türkiye”. Bartın University Journal of Educational Research, vol. 10, no. 1, June 2026, pp. 60-79, doi:10.67415/bujer.1939473.

Vancouver

1.Ahmet Yirmibeş, Nihan Demirkasımoğlu. Teacher Professional Identity, Psychological Well-Being, and Educational Policy in Türkiye. ANNOUNCEMENTS. 2026 Jun. 1;10(1):60-79. doi:10.67415/bujer.1939473

Bartın University Journal of Educational Research

Öğretmen Mesleki Kimliği, Psikolojik İyi Oluş ve Türkiye'de Eğitim Politikası

Abstract

Keywords

Teacher Professional Identity, Psychological Well-Being, and Educational Policy in Türkiye

Abstract

Keywords

References

Details

Primary Language

Subjects

Journal Section

Authors

Publication Date

Submission Date

Acceptance Date

Published in Issue

DOI

IZ

Cite