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Professionalism is an important factor for maintaining the quality of teaching and learning. Despite the large shift in the nature of teaching and learning, due to the rise of digital influences, the perception of professionalism remains a relevant and essential concept in the field of education. This exploratory case study presents the results of a survey aimed at understanding mathematics teachers' perceptions of professionalism and its relationship with self-efficacy and job satisfaction. The results indicate that mathematics teacher perceptions of their interpersonal relationships with the students significantly influences their perception of professionalism in teaching. We argue that in the age of globalization and the increasing influence of technology in the classroom, the interpersonal relationship continues to be at the forefront of the teaching profession. Our findings suggest that positive interpersonal relationships can enhance teachers' daily experiences and create a positive learning environment for the students.
Galeshi et al. (Tue,) studied this question.