Reed College of Media
This study takes a qualitative approach to understanding the connections among narrative, professional identity, and reputation management in public education. Through 15 interviews and five focus groups with high-achieving teachers and administrators, researchers explored the narratives these educators share to understand and improve the story of the teaching profession. Central to the findings are societal, organizational, and community-level factors that have led to a reputation crisis for the profession of teaching and thus contribute to the national teacher shortage. Ultimately, this study points to the notion that a shift in the perception of the value of teaching and teachers can be affected when narratives are understood and the principles of reputation management are applied. Communication interventions that provide a path forward are discussed.
Digital Commons Citation
Pressgrove, Geah; Janoske, Melissa; and Madden, Stephanie, "Changing the Story: Implications of Narrative on Teacher Identity" (2019). Faculty & Staff Scholarship. 1199.
Pressgrove, G., Janoske, M., & Madden, S. (2019). Changing the Story: Implications of Narrative on Teacher Identity. The Journal of Public Interest Communications, 3(1), 3.