Professional identity in Ignatian education: insights from teachers of excellence

This study examines how teachers of excellence construct and experience their professional identity within Ignatian educational contexts. While teacher identity has been widely explored as a dynamic and context-dependent process, limited research has examined how it is shaped in mission-driven educational settings. Adopting a qualitative interpretive design, the study draws on semi-structured interviews with 28 teachers from Jesuit schools across multiple regions worldwide. Data were analysed using an inductive thematic approach. Findings indicate that professional identity is configured through four interconnected dimensions: interiority and spirituality, relational and community engagement, pedagogical practice, and social purpose. These dimensions operate as a coherent framework linking personal meaning, professional action, and institutional mission. The study contributes a contextually grounded model of professional identity in Ignatian education and highlights the importance of reflection, relationality, pedagogy, and ethical commitment in shaping exemplary teaching and informing teacher formation processes.