Teacher Identity and Professional Growth: Intersections, Influences, and Implications in Present Education System

Abstract

Within the last two decades, the concepts of teacher identity and professional growth have become pivotal in educational research, policy, and practice. Teacher identity frames how educators interpret their roles, navigate academic change, and engage with students, colleagues, and curricula. Professional growth emerges through an ongoing process of self-reflection, adaptation, and participation in social, cultural, and institutional contexts. Recent studies underscore the essential relationship between identity, well-being, and teacher professional development, arguing that a dynamic teacher identity both enables and is transformed by successful professional growth. This article synthesizes recent literature to analyse the intersections and influences that shape teacher identity, considers the impact on professional development, and outlines key implications for contemporary education systems and stakeholders.