Despite the growing literature on teachers’ professional identity (Beijaard et al. 2004, Day et el 2006, Hextall et al.2007,Sutherland et al. 2010, Canrinus et al.2011), there is little concurrence on what it should mean and few examples of studies from schools in sub Saharan Africa (Smit and Fritz 2008, Barrett 2006). This sociological study contributes to the knowledge of teachers’ professionalism by presenting subjectivities and socio-institutional discourses said to shape teachers’ post training identity and role in education change as experienced within a given Kenyan primary school.\ud
The literature indicates that whilst identity is perceived to be core to motivation, the different expressions of self, subject and identity placed alongside competing discourses of professionalism widen the scope for diverse discourses of teachers’ professional identity (Sachs 2005) to emerge. Since professional identity is socially derived (Cohen 2008) and discourse mediated this study contributes to knowledge by illustrating how contextually held interpretations of teacher professionalism influence their role in reform contexts. Teachers’ role expectations are examined alongside the social suggestions of significant others. Ethnographic data collection methods and thematic analysis are intended to highlight the emerging discourses and their impact on the given population.\ud
The findings suggest teachers are caught between expectations influenced by organisational and occupational professionalism which put reform processes outside their immediate jurisdiction but appeal to their altruistic occupational orientation in fulfilling managerially determined objectives. Teachers post training identity is said to be influenced by pre-service training, the interface between curriculum and examination requirements, pedagogical practices framed by professional and community norms and by their individual sense of discipline, dedication, self-sacrifice and moral purpose. Pupil and parental expectations seen against contextual realities challenge various forms of teacher professionalism and education reforms