The purpose of this study is to describe the tendency of teachers' professional identity based on length of service and gender. This study used a cross-sectional survey method. The research participants comprised 105 teachers of Technical High School, South Korea, whose data collection was assisted by partners from Hyupsung University and 91 teachers of State Vocational High School 11 Bandung, Indonesia. The research instrument was a Likert Scale with a five-point scale and 25 items revealing the dimensions of job satisfaction, job satisfaction commitment, job commitment, motivation, and self-efficacy. The results of Multivariate Tests using Roy's Largest Root showed that several dimensions of teachers' professional identity in South Korea were also influenced by gender (F = 4.970; p = 0.001) and tenure (F = 6.521; p = 0.000). Gender affects the commitment dimension (F=4.818; p=0.031), while tenure affects two dimensions, namely the commitment dimension (F=3.578; p=0.032) and the efficacy dimension (F=4.099; p=0.019). Female teachers' commitment is relatively stronger than male teachers, and teachers who have worked for more than 15 years have more substantial commitment than other teachers and have higher efficacy than teachers who have worked for less than five years. The four dimensions of teachers' professional identity in Indonesia were not influenced by gender (F = 1.201; p = 0.317) or tenure (F = 0.964; p = 0.432). The job satisfaction of male teachers with more than 15 years of service tends to be superior to that of male teachers with less than five years or 5-15 years.

Authors:
Ilfiandra Ilfiandra, Universitas Pendidikan Indonesia, Indonesia
Nadia Aulia Nadhirah, Universitas Pendidikan Indonesia, Indonesia

About the Presenter(s)
Dr. Ilfiandra is an Associate Professor at the Guidance and Counseling Study Program, Faculty of Education, Universitas Pendidikan Indonesia, interested in professional identity studies and peace pedagogy.

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