Exploring Catholic teacher identity: the intersection of personal, professional, and religious dimensions across generations

This research investigates the nature and relationship of the personal and professional identity of Catholic teachers in Scotland, exploring how this identity is lived and expressed in practice. It critically evaluates the compatibility of a Catholic understanding of identity—grounded in the conviction that every person finds their origin and end in God—with contemporary perspectives that emphasise the compartmentalisation of self and the increasing performativity of the teacher. The study seeks to identify whether Catholic teachers in Scotland share perceptible, common qualities or distinct characteristics, and to examine how these have developed among those qualifying between 1965 and the present day. Set within ongoing debates about identity and the wider discourse on Catholic identity, this research contributes to a deeper understanding of who Catholic teachers are, whom they serve, and why. The findings highlight both continuities and shifts in how Catholic teachers perceive and live their identity, revealing tensions between faith commitments and professional expectations. The research concludes that Catholic teacher identity remains distinctive but requires ongoing support to be sustained in contemporary contexts. These insights carry practical implications for policymakers, diocesan leaders, and schools, particularly with regards to formation and professional development strategies that affirm the integration of personal faith and professional vocation.