Exploring the Identities of High School Mathematics Teachers in the Lebanese Educational System: A Glimpse Through a Case Study Lens

This research explores the development of Mathematics Teacher Identities (MTIs) in the Lebanese educational context, focusing on factors influencing these identities amidst systemic challenges. The study examines teachers’ roles, beliefs about mathematics, and teaching practices, alongside contextual influences in a system lacking recent educational reforms.

Employing a case study methodology with interviews and thematic analysis, it reveals that Lebanese mathematics teachers’ MTIs are shaped by a complex interplay of internal beliefs and external factors. The study’s conceptual framework integrates Goos’s (2013) zone theory with Wenger’s (1999) communities of practice, illuminating how MTIs evolve through internal reflection and external interactions. The findings of the study revealed that a combination of individual, social and cultural factors shaped MTIs. Key findings indicate that mathematics teachers perceive their roles as multifaceted, navigating multiple MTIs fostering environments that go beyond teaching the subject. Furthermore, it revealed that students’ learning experiences and perceptions of their teachers are influenced by these MTIs and the broader educational landscape. The study underscored the necessity of understanding these complex dynamics for meaningful educational reforms and improved mathematics teaching and learning experiences.

The study contributes to understanding MTIs in environments with stagnant educational policies, offering insights for educational leaders, policymakers, and curriculum developers. It underscores the need for flexible pedagogical methods and educational reforms to enhance mathematics teaching and learning experiences. The research’s implications extend to professional development, school leadership, and educational policy, emphasising the dynamic nature of MTIs and the importance of continuous professional growth and adaptation to diverse educational challenges.