Abstract
This study aims to analyze the value perceptions of the teaching profession through the lens of the “looking-glass self ” theory of Cooley, exploring how teachers perceive their own profession. Based on a survey conducted with 1028 teachers working across Istanbul, the research investigates four dimensions of occupational reflection: self-worth, social recognition, institutional value, and material compensation. The findings reveal that while teachers generally perceive their profession as sacred and reputable, they feel undervalued by society and institutions and report significant dissatisfaction with their income. Variables such as gender, type of institution, level of seniority, socio-economic status of the district, and level of education taught significantly influence perceptions of the profession. Particularly, female teachers, those working in private institutions, elementary school teachers, and those with lower seniority exhibit more negative evaluations. By uncovering the fragmented and conflicted reflections of the profession in various “mirrors,” this study offers a sociologically grounded and original contribution to understanding how professional identity is shaped within broader socio-economic and institutional contexts.
Keywords
Profession teachers occupational prestige looking-glass selfShare
Details
- Authors: Elyesa Koytak, Dr. Öğr. Üyesi, İstanbul Medeniyet Üniversitesi
Lütfi Sunar, Prof. Dr., Uluslararası Balkan Üniversitesi - Year: 2025 (June) / Volume: 3 / Issue: 1
- Page: 5-30
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