Child Health Nurs Res.
2015 Jan;21(1):64-73. 10.4094/chnr.2015.21.1.64.
Professional Identity of Elementary School Health Teachers: A Grounded Theory Approach
- Affiliations
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- 1Department of Long-life & Physical Education, Busan Metropolitan Office of Education, Busan, Korea.
- 2Department of Nursing, Inje University, Busan, Korea. ohjina@inje.ac.kr
- 3College of Nursing, Catholic University of Pusan. Busan, Korea.
- 4Department of Education, Pusan National University, Busan, Korea.
- KMID: 2271274
- DOI: http://doi.org/10.4094/chnr.2015.21.1.64
Abstract
- PURPOSE
This study was conducted to explore the professional identity of elementary school health teachers.
METHODS
In-depth interviews with fifteen elementary school health teachers were conducted from July 2010 to August 2012. Qualitative data collected by the researcher including transcription and field notes were analyzed through an adapted methodology based on the Grounded Theory of Strauss and Corbin.
RESULTS
Fifteen categories, 35 sub-categories and 120 concepts were obtained. The key category that was consistently maintained in identity formation was 'keeping themselves being a teacher providing nursing' which has three styles, 'focusing on health education', 'combining nursing and education' and 'focusing on providing nursing care'.
CONCLUSION
Results of this study will provide basic information for preparing manuals regarding the range of activities in school health teachers' jobs, improving promotion and merit payment systems for school health teachers, creating support programs for them, and contributing to the formation and establishment of their professional identity.
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