Teachers’ Professional Identity, Motivation and Well-Being in the Context of the K to 12 Reform

The K to 12 programs which created an additional two years in high school has been a challenging experience for teachers. The purpose of this qualitative study was to determine the professional identities of the Senior high school teachers during the reform as expressed through their feelings, reactions and adjustments and to identify the factors which contributed to the shaping of such identities. The study looked into how the teachers' professional identity was constructed, shaped or transformed, considering the context of K to 12 reform, specifically the additional two years of Senior High school, together with the changes in the curriculum, administration and how these changes were implemented.