مجلة الإعلام والمجتمع
Volume 9, Numéro 2, Pages 787-801
2025-12-28
The Professional Identity Of Primary School Teachers In Light Of Digital Learning Practices: A Field Study
Authors : Cheikhaoui Salah Eddine .
Abstract
This research paper addresses a contemporary and significant topic in organizational studies by examining the organizational identity of primary school teachers. A descriptive methodology was employed, utilizing a questionnaire to measure identity. The tool was administered to a sample of 82 teachers (male and female). Confirmation of Hypothesis 1: The hypothesis stating that primary school teachers exhibit a high level of professional identity in digital learning environments was supported. The mean total score for professional identity (27.6) significantly exceeded the theoretical mean (24) (p < 0.01). Interpretation: This elevation reflects teachers’ clear understanding of their roles and the positive impact of digital learning practices on their professional self-concept. Rejection of Hypothesis 2: The hypothesis predicting no statistically significant gender-based differences in professional identity was rejected. Male teachers (M = 28.74) scored significantly higher than female teachers (M = 26.28) (p = 0.04). Explanation: Sociocultural factors (e.g., gendered role expectations, technology adoption patterns) and work-life balance challenges among female teachers may account for this disparity. Confirmation of Hypothesis 3: The hypothesis asserting no significant differences linked to professional seniority was confirmed (p = 0.69). Teachers with ≤5 and >5 years of experience showed equivalent identity levels, underscoring that digital learning democratizes professional development regardless of tenure.
Keywords
Professional identity, primary school teachers, digital learning
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