Efeitos do género, tempo de serviço e orientação religiosa da escola na dimensão ética e afetiva da identidade docente

This study analyzes the differences introduced by gender, teaching experience and school religious orientation on ethical and affective dimensions of teacher identity. An online questionnaire was filled by 450 Portuguese teachers (68% female) aged 21 to 73 years (M = 41, SD = 9.56). Teachers were from private schools all around the Portuguese territory and Madeira Island, and had an average of 15.5 years of teaching experience (SD = 9.47). The results showed that female teachers express more favourable self-perceptions in ethical orientation, professional knowledge and conduct, and in the affective commitment to the school. Teaching experience introduced differences in professional self-concept and some of its dimensions; the affective commitment increases with experience, favouring the more experienced group, while the instrumental commitment decreases. Teachers in schools with religious orientation presented more favourable self-perceptions in their relationship with students, their satisfaction, and their affective commitment to the school.