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Final Thesis.Pdf Canterbury Christ Church University’s repository of research outputs http://create.canterbury.ac.uk Copyright © and Moral Rights for this thesis are retained by the author and/or other copyright owners. A copy can be downloaded for personal non-commercial research or study, without prior permission or charge. This thesis cannot be reproduced or quoted extensively from without first obtaining permission in writing from the copyright holder/s. The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the copyright holders. When referring to this work, full bibliographic details including the author, title, awarding institution and date of the thesis must be given e.g. Ayinselya, R. (2018) Exploring teachers’ sense of professional identity in relation to their experiences in two deprived rural districts of Northern Ghana. Ph.D. thesis, Canterbury Christ Church University. Contact: [email protected] Exploring Teachers’ Sense of Professional Identity in Relation to their Experiences in Two Deprived Rural Districts of Northern Ghana By Roger Abogzuah Ayinselya Canterbury Christ Church University Thesis submitted for the Degree of Doctor of Philosophy 2018 Page i Abstract The main aim of this study was to understand how public basic school teachers in two deprived rural districts of Northern Ghana make sense of their professional identity based on interpretation of their experiences. Thus, the conceptual framework was based on teachers’ experiences in relation to the contextual dimension of their work (i.e. the school environment, community and district education management); the professional dimension and the personal dimension. Data collection was carried out in Ghana from December 2016 to February 2017. Seven teachers were purposively selected across the Bongo and Nabdam Districts to serve as focus teachers for the study, although in line with the data collection method, there was the opportunity to interact with many other teachers during observation of the focus teachers in their schools. Data collection utilised semi-structured interviews and participant observations, while analysis involved exploring themes inherent in the data. Five key themes emerged from the analysis of teachers’ experiences: ‘recognition’; ‘respect and regard’; ‘support’; ‘voice’ and ‘commitment’. Analysis of these themes together with the profiles of focus teachers revealed that teachers’ sense of professional identity was influenced not only by their personal values of making a difference in the lives of children, but also by their experiences in the classrooms, schools, community, District Education Offices and policy environment. Consequently, there emerged competing dimensions of teachers’ sense of professional identity as they were torn between sustaining their personal values in teaching and coping with constraints imposed by their work environment. Teachers still demonstrated commitment to fulfilling their personal values and professional responsibilities. However, they were prone to losing their sense of commitment, as constantly striving without the enabling conditions to do so was taking a toll on them. The findings have implications for policy and practice which include the need to create contexts for teachers to participate in policy decisions. Education authorities, school heads and parents also need to support teachers, empathise with them, and show appreciation through praise and valuing of teachers’ expertise. On their own part, teachers need to feel valued inwardly, so they can feel a positive sense of identity as teachers who are making significant contributions to the lives of children and development of society. Page ii Page iii Acknowledgement For the three years of this study, a number of people have contributed in diverse ways to its success. The teachers, pupils and officials of the Bongo and Nabdam Districts come first because there could not be any study without them. I am grateful for your support. To the Graduate School and Canterbury Christ Church University as a whole, thank you for the scholarship to study in my dream university. You will forever be mentioned in my success story because without your financial support, I could not afford to sponsor my study. A special thank you also to my supervisors, Dr Judy Durrant and Dr Viv Wilson and the chair of my supervisory panel, Professor Trevor Cooling. I really appreciate your support, encouragement and constructive criticisms so I could come out with this thesis. To Professor Emmanuel Kofi Gyimah of the University of Cape Coast, affectionately called ‘Dad’ by me, I appreciate your fatherly support. As my mentor and confidant, you have been a pillar in this journey. My former lecturers in the University of Bristol, Professor Michael Crossley, Professor Leon Tikly, Mrs Elisabeth Lazarus, Dr Angeline Mbogo-Barrett and Dr Elizabeth McNess deserve to be mentioned in this thesis. I am particularly grateful to Dr Angeline Mbogo-Barrett with whom I discussed my initial intention to pursue a PhD after my master’s programme. Thank you, Angeline, for having faith in me and making input into my initial research proposal draft. To Mrs Rosemary Modupe Oladapo, affectionately called ‘Mummy’, I say I am grateful to you although I know you would prefer I say, ‘Glory be to God’. Since knowing you, you have always supported me and above all, when I need a companion, you would point to God. In my PhD journey, you have taught me not to give up in the face of challenges or people saying that it is never possible because God will never say no to me. Therefore, I should seek God first in my studies. Mummy, may God supply all your needs according to the riches of His glory in Christ Jesus. And to your children Abbey, Moni, Funmi and Tobi, thank you for making me feel home away from home. To Isaac Mbobo Ayine, I owe you tremendous gratitude for providing me accommodation during my fieldwork. William Atoriko Ajaah also travelled with me on Page iv my initial visits to the districts to familiarise myself with the location of schools. Thank you for your help. Thanks also to all members of Calvary Victory Church in Canterbury in the United Kingdom, particularly Reverend Sam Akintoye and your wife Grace for your moral and spiritual support. Mary Oluwadunsin Akintoye also deserves a special gratitude. You readily made yourself available whenever I needed you to help with the proofreading. God bless you Mary. Adenike Adebayo, Ken Abolarin and Praise all deserve my appreciation for supporting me physically, morally and spiritually. To Sister Rachael Dzaba in Bristol and Charles Kofi Nkrumah, I also appreciate the extra perspective you added to my studies, right from the initial conceptualisation of ideas to the write up. There were some colleagues in Canterbury Christ Church University with whom I discussed various aspects of my study-Chrissie, Simon and Funbi. I am grateful to you for your input. I also owe my family, particularly my mother, tremendous gratitude. My mother, affectionately called ‘Mboo’, prayed daily for me and encouraged me to study hard. Although Mboo did not have any formal education herself, she believes in the benefits of formal education and wanted to see me succeed. Mboo, may God grant you long life to enjoy the fruits of your labour. Finally, to all my love ones, friends and relatives, I say I am grateful to you for standing by me in this journey. Words are not enough to express my heart-felt gratitude to you. Page v Table of Contents Abstract ............................................................................................................................... ii Acknowledgement ............................................................................................................. iv List of Tables ...................................................................................................................xiii List of Figures ..................................................................................................................xiii Abbreviations .................................................................................................................. xiv Chapter One ....................................................................................................................... 1 Introduction ........................................................................................................................ 1 1.1. Background to the Study ....................................................................................... 1 1.2. Rationale for Researching Teacher Professional Identity ..................................... 4 1.3. Rationale for Researching Basic School Teachers ................................................ 6 1.4. Rationale for Researching Teachers in Northern Ghana ....................................... 8 1.5. Personal Rationale for the Study ......................................................................... 11 1.6. Study Aim, Objectives and Questions................................................................. 13 1.7. Organisation of the Study .................................................................................... 15 Chapter Two ..................................................................................................................... 18 The Research Context...................................................................................................... 18 2.1. Introduction ........................................................................................................
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