The Benefits of Social Identity Theory for Teachers - Essay Sample

Introduction

The benefits of social identity theorywill be extensively presented hereunder. While pointing out the various benefits of the approach as a framework in the context of the teaching profession, this paper will primarily be focused on four fundamental areas; responses to status inequality of teachers, teacher in-group bias, altering intergroup attitudes of teachers through contact, and stereotyping and homogeneity among teachers.

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Teacher in-group bias: social identity theory can be used to investigate teacher in-group biases in international schools. Essentially, little concern has been put on significant biased judgments, behavior, and perceptions. People tend to think that their groups are more superior to others. The extensiveness of this kind of bias, even in situations where there are little to no clear extrinsic reasons, is freely understandable within the terms of this theory (Hogg, 2016). The most common form of this bias is within teachers’ evaluations, where there is a prototypical expression of the likely need for positive differentiation of social identity theory. In response, the method offers a comprehensive explanation for the most complimentary form of inter-group bias of all, which evident all probable reasons for discernment are barred (Stets, & Burke, 2000).

Most importantly, the social identity theory is regarded as a common observation where biases of this nature find extreme difference purposes, even at the expense of total in-group benefit. Also, it is worth noting that the processes of social identity theory explain intergroup bias occurrences regardless of the absence of instrumental or objective causes. An outstanding example for this is the famous "conflict of interests that is prevalent in the teaching profession.” in this sense, social identity theory offers a valued corresponding account to that which is provided by the “Realistic Group Conflict Theory (the social psychological model of intergroup conflictin the competition for a perceivedorreal scarcity of resources such as money orsuperiority, (Stets, & Burke, 2000).

Teachers’ responses to the inequality status: from its onset, a considerable proportion of the social identity theory has been dedicated for explaining the different reactions of junior teachers and senior teachers in international schools. According to Stets & Burke (2000), this is because an immature extrapolation of the need to be unique and diverse as an assumption of the social identity theory causes the prediction that one is indebted to find extreme intergroup bias from people of low-status groups simply because they belong to the least positive identity (Wenger (1998). The social identity theory, in this context, places more concern on the far-reaching consequences of such judgments, especially those that are established in intergroup biases of different kinds (Stets, & Burke, 2000).

Intergroup stereotyping and homogeneity: the third most crucial affordance of the social identity theory in the context of the teaching in international schools is that it has been able to change the viewpoint of social psychology on matters stereotyping (Stets, & Burke, 2000), which is essentially the sensitivity of homogeneityamongst teachers in international schools. According to Wenger (1998), the theory has integratedthe emerging trends in the social perception with the group-based social identity theory motivations. The main point in this idea was the argument that stereotyping and classifications are hard to understand when considered exclusively as the devices for processing information to simplify and facilitate personal thinking. The social identity theory, therefore, has made a commendable contribution in two most important directions; first, it questions the conventional understanding that out-groups are typically seen as being homogeneous compared to in-groups. Secondly, the theory demonstrates the extent to which teachers’ perception of homogeneity is linked to the processes of social identity (Stets, & Burke, 2000).

Altering teachers’ attitudes through contact: concerning this affordance of social identity theory, it is essential to note that what stimulated the formulation of the method was the prevalence of in-group biases, even with little clear reasoning for the same preferencefor being a good or bad teacher (Stets, & Burke, 2000). To this end, the theory has been at the forefront in combating bad relations among teachers in international schools (Hogg, 2016). Despite the said favoritism amongst teachers, social identity theory offers "a common springboard" (Stets, & Burke, 2000) to the adjustments of this prevailing hypothetical viewpoint (that some teachers are identified as bad and others good), which is equally aimed at improving teachers’ perceptions and attitudes towards each other.

Constraints of the Framework

The concept of identity has, for a long time, triggered a widespread debate. The three fundamental points of argument around the idea are; what is it, where is it, and why is it significant? In the first place, the understanding of the concept, as in the social identity theory, builds up from crossover and confusion with some other related ideas in the relevant social environments. When viewed in the context of the teaching profession, the concept of identity has been tied to semantics(Stets, & Burke, 2000). Regardless of the differences in the understanding of identity, one significant similarity is that they all stress the significance of understanding teachers' different behaviors in the teaching environment.

For instance, social identity theorists have not disputed the reality behind the concept and the information about its construction. The second constraint of the social identity theory is the question, "where is the identity found?" Mostly, this question has posed biases along borders of teaching subjects. But, its primary concern is how the group-level phenomenon is conceptualized or pictured when it comes to the teaching profession. Such conceptualizations are shared among the social identity discussions amongst teachers that “jump back and forth between the group and the individual level analysis” (Wenger, 1998). Social theorists do not agree on how social identity is constructed. Some construct a supra-individual entity from the group of people discussing the transferability between-group phenomena and levels of the individual. On the other hand, some theorists such as Pollard, Sonal& Ellison (2018)just create an identity on an individual. Wenger (1998), however, discounts such debates as being fruitless, and he posits that group and individual interaction is the most significant point.

The third constraint of the social identity theory is its disconnection between prediction and explanation. The approach makes mostly coherent discussions and explanations on matters about the past behavior of an individual in the social environment. However, those explanations appear dubious because they cannot predict future action (s). The inability to predict future behavior(s) is not only the theory's weakness but also the theory's general characteristic. Identity construction is a significant lens through which the teaching profession can be viewed.

Modes of Belonging

Necessarily, hard-earned classroom accomplishments, as well as life-changing objectives among teachers in international schools, are best shared for their effectiveness. It is a logical fact that the methods of teaching in international schools can make teachers’ their classroom objectives easily attainable. Like other identity frameworks, ways of belonging is also subject to benefits and constrains especially when it comes to the investigation of teachers’ identity in international schools as discussed hereunder:

Affordances of the Framework

The affordances of modes of belonging as a framework of investigating the identity of teachers in international schoolscan be viewed in four fundamental dimensions: it is all in the commitment, the benefits of belonging, group insights, and in the context of signing up for success.

It is all in the commitment: when talking about engagement as a result of modes of belonging, what comes to mind is: why do some teachers crash out their bests while others quit on the onset? Sicakkan&Lithman(2005) demonstrated oversimplified and conflicting information as well as lack of immediate outcomes being the central reason for teachers who fail to follow their teaching strategies. It is common for teachers to get inclined to think that their approach or methods of teaching are not working when their desired outcomes appear sluggish. In this, the small assurance of colleagues, community, or associates helps prevent deviating from the strategy and can make the teacher keep on moving. Sicakkan&Lithman (2005) points out that modes of belonging in this regard, is a fundamental tool for identifying teachers’ patience and hard work.

Benefits of belonging: even though there is nothing wrong when a teacher isolates him/herself in the process of taking motivation, Sicakkan&Lithman(2005)predicted the likelihood of the sense of belonging as well as the moral support that comes as a result of being part of the teaching staff or some affiliation, definitely teachers feel more protected when they are sure that other teachers are there for them and their progress in their profession. Such feelings improve the relationship between teachers, their warmth, and motivation in the teaching career. Teachers' emotions do not stray from the teaching profession because they have colleagues whom they can share their classroom experiences. For this reason, this framework helps in recognizing teachers in terms of security purposes.

Signing up for success: based on the context of teaching in international schools, it can be pointed out that if the teacher feels like he/she is being barred from accomplishing his/her desired ends, he/she might ask themselves several questions like “is there something blocking me from achieving my goal in my teaching subject? Am I not progressing because I lack commitment?” According to Goodnough (2010), such questions may be disturbing; however, when one joins like-minded colleagues, he/she is more likely to find answers to these pressing issues. To this end, teachers’ identity development is aachieved in terms of finding answers to the most pressing issues around the profession.

Constraints of the Framework

According to Holland et al. (1998), the significant constraints of the teaching projects are like; quality: which is always influenced by any alterations, as modifying the quality expectations will most likely change the time, cost, and scope of the project; time: this is a very critical consideration put in place by the teacher conducting the project, that is how long will it take to submit the project. The task of a teacher, in this case, is to do the time estimation of the project accurately, and this needs a lot of investigations and experience. A teacher handling project for the first time will depend mostly on past projects for guidance purposes, and apply their data to acquit them with adequate knowledge of planning the project; cost: the cost of the project is equally vital to the teacher handling the project. It should, therefore, be continuous work on project management. The teacher will need to adhere to the proposed budget while maintaining the alterations that may impact the cost.

Besides, there is a scope; this constraint cannot be readily estimated, but the teacher handling the project can invest in its risk and the tolerance deviations. They can show which deliverables on the scope can be forgone, in the i...