Teacher of mathematics identity as a predictor of teacher wellbeing

Abstract This article reports on original research investigating teacher wellbeing while teaching mathematics in relation to identity. Using survey data from teachers ( N = 402) participating a of support initiative, was operationally defined as the experience whilst teaching, allowing an applied understanding activity teaching. Teacher identity construed prior by authors (Willis et al., in: Math Educ Res J, 10.1007/s13394-021-00391-w, 2021) and operationalised for current study terms specific (ToMI) construct. The main question this investigation directed at how well ToMI construct, variable, able predict viewed ‘in situ’ or ‘active’ (applied) measure wellbeing. Identity-Based Motivation (IBM) theory used frame research, it helps explain degree congruency between may influence motivation teach. Results indicated that although several important factors relate significantly wellbeing, construct predicted far above ability all other combined, suggesting focus development professional is fundamental schools. Suggestions school level are also provided.