A Set of Propositions About Teacher Self-Concept

Abstract

This paper addresses the underexplored domain of teacher self-concept by introducing the ROPE model—a process-oriented framework that conceptualizes self-concept as a dynamic interplay of motivations, beliefs, and attributes. The proposal is that teacher self-concept is primarily driven by two core motivational strands: self-improving (seeking growth and feedback to enhance impact) and self-aligning (seeking confirmation and consistency with existing self-views). The ROPE model weaves together three levels—motivations (strands), beliefs (yarns), and attributes (fibers)—to illustrate how teachers form, maintain, and enact their professional identities. Part I outlines the theoretical foundations and structure of the ROPE model; Part II explores how self-improving and self-aligning orientations manifest in classroom practice, pedagogical choices, student engagement, and adaptability; and Part III discusses implications for teacher recruitment, professional development, performance appraisal, and future research.