Being a teacher : the complexities that shape teachers’ roles and identities

Abstract

The professional identity of the twenty-first century teacher is increasingly shaped by policy reform, accountability regimes, technological change, and expanding social expectations. These pressures have intensified processes of de-professionalisation, positioning teachers as technical implementers of externally imposed mandates and undermining professional autonomy and judgement. This essay examines teacher professional identity as a dynamic, negotiated construct and argues that professional agency is the key mechanism through which ·teachers can resist de-professionalisation and reclaim their role as autonomous, ethical practitioners. Drawing on eleven contributions published in the Malta Review of Educational Research, the essay analyses how teacher identity is shaped across domains including specialisation, well-being, reform implementation, research engagement, ethics of care, and social justice. The analysis conceptualises agency as a relational and practice-based capacity that enables teachers to interpret policy, redesign curriculum, and sustain inclusive educational practice. The essay concludes that strengthening teacher agency is essential for supporting professional identity and long-term educational quality.