Otegbeye, Comfort Urowoli; (2021) Rethinking Teacher Professionalism and Policy Reforms in the Nigerian Educational Context. Doctoral thesis (Ed.D), UCL (University College London).

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Abstract

Teacher Professionalism continues to be one of the most complex and contested areas in the education spectrum. This study explores secondary school teachers understanding of themselves as professionals. It is a qualitative project grounded in the participants’ own experiences and perceptions. The knowledge to be generated in this study is subjective as it involves teachers expressing their opinions and beliefs in the context of their own experiences as teachers. The data were generated in a semi-structured interviews conducted with secondary school teachers, which is underpinned by a constructivist paradigm. I analyse the data using themes, which provides a structure for the argument. The history of the education system in Nigeria is assessed in order to provide a context for the development of teaching as a profession. The literature review outlines the key elements of professionalism and considers these in relation to teaching in secondary schools. The study revealed that the teachers in the sample were acquainted with the issues of professionalism and sought to enhance their professional development. They also stressed the importance to be afforded opportunities for continuous professional development. The study further expands the understanding of the factors that affect teachers’ professionalism, professional development and professional identity. The study is one of the first to explore Nigerian teachers’ views on their professional identity in relation to a context of constant policy changes and uncertainties.

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