Qualitative study reveals negative impacts of precarious employment on identity in temporary language teachers, suggesting an entrepreneurial mindset is adopted to pursue permanence.
Key Points
To examine how temporary language teachers negotiate and reconstruct their professional identities under precarious employment conditions.
Conducted an exploratory qualitative inquiry framed by a multi-layered conceptual model of teacher identity reconstruction.
Analyzed perceptions of professional identity among temporary English language teachers in Türkiye.
Temporary employment status negatively influenced instructional practices and diminished positive attitudes toward professional identity.
Teachers adapted by adopting an entrepreneurial mindset, treating temporary work experiences as strategic investments toward securing permanent employment.