| Abstract [eng] |
In recent years, Lithuania, like other European countries, has seen an increase in the number of private schools, along with greater diversity and competition among them. This master’s thesis aims to reveal how a teacher working at a private school describes their role and how their professional identity is changing. In private education, teachers' roles often extend beyond traditional pedagogical functions. The participants’ accounts revealed that their roles have expanded and that they are not merely conveyors of instructional content but also mentors, relationship builders, active community members, and observers of students’ individual progress. This study is based on the concept of professional identity as a dynamic phenomenon grounded in relationships and context. Research data were collected through semi-structured interviews with seven teachers working at three private schools and possessing experience in both the private and public education sectors. Thematic analysis was chosen for data analysis. The study results, based on the participants’ narratives, indicate that the following factors are important for the formation and transformation of teachers’ professional identities: institutional support, professional autonomy, relationships with students and their parents, rising expectations, and contemporary changes in education. The private schools where the study participants work are described as environments that foster professional growth, engagement, and responsibility, but also entail a heavier workload, emotional strain, and a constant need to balance different professional roles. |
