“I am a teacher” – exploring how to support teacher identity formation in physical therapists

Part-Time and Cofunded Pharmacy Faculty and Their Perceptions of Professional and Organizational Identity Formation

OBJECTIVE

To gain a better understanding of professional and organizational identity formation and workplace climate issues among part-time and cofunded pharmacy faculty.

METHODS

This study had a cross-sectional, prospective design using a semistructured interview guide developed by the researchers of this study. The interview guide drew themes from motivating language theory, social provisions, and previous research on professional identity. Pharmacy faculty with varying part-time and cofunded appointments, representing a cross section of demographic characteristics, and working in different types of practice sites and institutions, were invited to participate.

RESULTS

Data saturation was reached at 14 participants. Participants had a variety of professional roles, namely teaching and precepting, as well as clinical, research, service, and administrative responsibilities. Three general themes emerged: (1) the struggle with having multiple aspects of professional identity, (2) facing the perception that academia is a "lifestyle" that not all faculty can fully participate, and (3) the need for properly constructed and tailored communication from peers and supervisors.

CONCLUSION

A key component to mitigating the struggle with multiple aspects of professional identity and the feeling that part-time and cofunded faculty cannot fully participate in the academic lifestyle seemed to be informed, empathetic, inclusive, and tailored communication from supervisors.