Relationship between perceived professional identity and restorative practices at the primary school level
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Date
2024-11-15
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UMT Lahore
Abstract
This study investigates the relationship between perceived professional identity and restorative practices among primary school teachers in Lahore. The primary objective is to explore how teachers' professional identities influence their implementation of restorative practices in educational settings. The population for this research comprises all teachers from public and private schools in Lahore, ensuring a diverse representation across different educational contexts. A total sample of 140 teachers was selected, with 70 from public schools and 70 from private schools, utilizing a convenient sampling technique to enhance the representativeness and validity of the findings. Data was collected through two structured questionnaires: one assessing perceived professional identity and the other evaluating restorative practices, both adapted from established studies. The data analysis was conducted using SPSS software, employing descriptive and inferential statistical methods, including Pearson Product Moment Correlation Coefficient and T-tests, to examine relationships and differences among variables. The findings reveal a significant correlation between teachers' perceived professional identity and their engagement in restorative practices, indicating that a strong professional identity positively influences the adoption of restorative approaches in the classroom. Additionally, the study highlights differences in practices between male and female teachers, as well as between public and private school educators. These insights contribute to the understanding of how teacher identity shapes educational practices and underscore the importance of fostering a positive professional identity to enhance restorative practices in primary education.