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Effects of Secondary Schools’ Teachers’ Professional Identity Development Metaphors and Dilemmas on Prestige and Values of Teaching Profession in Hawassa University Technology Transfer Villages: Beyond a Binary Pedagogical Solution

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Mixed method research reveals effects of teachers' identity development and sociocultural factors on profession prestige.

Teachers' professional identity development practices are inadequate, affecting perceived value and prestige.
Combined factors accounted for 40.64% of the variation in teaching profession values among 365 participants.
Assessment involved a mixed method approach with both quantitative and qualitative data collection methods.
Results highlight the community's devaluation of teaching compared to similarly qualified professions, indicating urgent need for improvement.

Girma Moti Geletu (2025) studied this question.

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