Divided Village, Divided Identity? Exploring the Professional Identity of Teachers Amid the Geopolitical Configuration in Al-Ghajar

Abstract

This quantitative research is based on a validated research questionnaire. It presents a preliminary exploratory study examining perspectives of professional identity as reflected in self-reports of the teachers of Al-Ghajar, a village on Israel’s northern border, given its unique geographical and geopolitical configuration. The current study is the first of its kind, clarifying the teachers’ perception of their professional identity in the unique space in which they live and work via a questionnaire completed by 61 teachers of both genders from kindergarten through high school. The findings show that there are strong positive correlations: “love for the profession” and “self-fulfillment” have a very strong positive correlation (0.831). There is also a positive correlation (0.430) between the indicators of “professional skills” and “professional unity” suggesting that the teachers’ perceptions of professional identity are holistic in all examined dimensions. These perceptions are motivated by a strong sense of mission that influences their profession and their sense of satisfaction. Al-Ghajar, as a unique enclave, has created a geopolitical configuration that contributes to the construction of the professional identity of teachers in the village. The research conclusion indicates that the ability to legitimize one’s role has important implications for the quality of teaching, as it can help teachers form familiar, affiliated, and secure identities. These are key traits since a positive sense of professional self is a prerequisite for job satisfaction and resilience.