Understanding Early Childhood Teachers’ Identity – Examining the Relationship between Identity Constructs and Key Variables

Background/purpose. Teachers’ professional identity is viewed by the researchers as a dynamic process, evolving through both professional training and accumulated experience, rather than a fixed construct. This study explores the dynamic formation of professional identity in Kosovo ECE teachers, based on Kelchtermans’ (2009) and Canrinus et al.’s (2012) models. Using questionnaires from 318 teachers, it examines the relationship between identity constructs, work experience, and professional development. Materials/methods. Correlational analyses and ANOVA were employed to explore relationships between identity constructs and differences based on teachers' experience and professional development. Data were analyzed descriptively and inferentially using SPSS, with factor validity tested through exploratory and confirmatory factor analyses. Pearson correlations examined relationships, while ANOVA assessed identity differences by experience and professional development. Results. Findings reveal that teachers' identity is shaped by job satisfaction, self-efficacy, role perception, future perspective, and self-image, with professional development being key to reinforcing commitment and leadership. Differences in future perspectives across career stages highlight the need for targeted support while addressing social recognition and financial rewards, which are crucial for teacher motivation and retention. The study emphasizes the need for policies supporting fair professional development and sustainable engagement throughout teachers' careers. Conclusions. This study highlights the complex professional identity of preschool teachers, shaped by job satisfaction, self-efficacy, role perception, future perspective, and self-image. Professional training boosts job satisfaction and role perception, while differences in career stages call for targeted support, especially for early-career teachers. Changes in social status perception stress the need for policies promoting fair, sustainable professional development.