Secondary math educator’s identity, experiences, and motivations: A narrative exploration among licensed teachers

Abstract

Math teachers help students gain the numeracy skills needed for a strong workforce in a global economy. An understanding of secondary math educators' identities, experiences, and motivations may have policy and training implications, supporting the recruitment and deployment of this critical educational resource. This study uses qualitative narrative inquiry to explore eight licensed secondary math teachers' motivations and identity development, drawing on Career Construction Theory and the Bioecological Theory’s PPCT model. Teachers reflected on the lifelong experiences that influenced their career journeys through two in-depth interviews. The findings show that teachers’ professional identities are shaped by early role models, math-learning experiences, and how they respond to career challenges. While their teaching identities demonstrated adaptability and resilience, their math identities were more vulnerable. Many teachers experienced math anxiety in college, which impacted their confidence and led them to question their “math person” identity, pointing to a need for targeted support to help future teachers navigate math anxiety in higher education. Mid-career and veteran teachers faced ongoing pressures, such as administrative turnover, shifting curriculum trends, and school politics, that tested their resilience and sometimes led to burnout. Overall, this study highlights the dynamic nature of teachers' narrative identities and the essential role of supportive environments in fostering their development and commitment to teaching. Implications for math educator training and career support are outlined.