Secondary mathematics teachers’ professional identity:Systematic literature review
Year: 2026
Type: review
Study design: Systematic Review
Abstract: The development of professional identity among mathematics teachers has been well explored in terms of specific attributes needing to be enhanced and catalysts that impact this development. The aim of this systematic review was to identify, describe, and categorise catalysts of professional identity development among secondary mathematics teachers, as well as to explore identity development across studies. The review applied Hanna et al.'s (2019) six domains of teacher identity—self-image, motivation, commitment, self-efficacy, task perception, and job satisfaction—to gain insights into the focal points of identity development in 51 studies. The analysis revealed a notable lack of precision in both defining and interpreting the development of professional identity among mathematics teachers. It is argued that while the term "professional identity" is widely used, it is often not properly defined, and there is rarely any indication as to which aspects of professional practice contribute to its development. Although most studies were focused on self-image and task perception, job satisfaction received comparatively less attention. Furthermore, the studies reviewed do not provide sufficient scope to determine which catalysts are most effective in fostering professional identity among mathematics teachers. Specific research is sought to address the gaps identified.
Institution: University of Newcastle Australia
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7155463868