Narratives of English home language teachers’ personal and professional identities at two secondary schools in the Wembezi Circuit of the Uthukela District.

Abstract

English Home Language is a medium of instruction in schools. The manner in which learners adapt to the subject is dependent on English teachers. This study explored the personal and professional identities of teachers of English Home Language, in the Senior Phase (Grades 7-9) and Further Education and Training Phase (Grades 10-12). Additionally, the personal and professional identities of English Home Language teachers in the Senior Phase (Grades 7-9) and Further Education and Training Phase (FET) at different stages of their careers were explored. This study adopted Day and Gu’s (2007) dimensions of teacher identity and professional life phases as a conceptual framework. The study was located within the interpretative paradigm and a qualitative approach was adopted. The narratives of this study were constructed through poetry, collages and semi-structured interviews. Five English Home Language teachers from two secondary schools participated in this study. The findings of this study indicated that teachers had multiple identities and their identities were influenced and constructed by different factors. These factors were relationships, religion, complexities of teaching English as a Home Language and emotions. Data showed that the situated, professional and personal dimensions of teacher identity overlapped and influenced each other. Furthermore, it indicated that in order to have a strong identity, all the dimensions must be in balance. Additionally, it was revealed that teachers believed that the curriculum was not designed for a holistic education, especially since most learners had a language barrier that affected the identities of teachers, making them feel despondent. In line with this, the emotions of teachers were affected as they were unable to judge whether the concepts taught were understood by learners. In this regard, teachers lost confidence, felt frustrated and only did the bare minimum. The 0-3, 8-15, 16-23- and 24-30-years’ career phases of teachers were explored in line with Day and Gu’s (2007) professional life phases. Teachers required support throughout their careers. Despite facing numerous challenges, teachers were positive and hoped to remain in the profession. Teachers also required professional development. However, due to the Covid-19 pandemic this was not possible. Contrary to Day and Gu (2007), data revealed that teachers did not require validation in the early phases only but throughout their careers. A factor not considered by Day and Gu (2007) was also identified. Data revealed that an increase in salary was a contributing factor towards teachers remaining in the profession. A major recommendation of this study was that the contextual factors that teachers work under be considered in the design and implementation of workshops.