Possible Selves (Expected and Feared) among Female Science Teachers in Secondary Education

Abstract

This study explored the possible selves (expected and feared) of secondary school female science teachers in Riyadh using a sequential explanatory mixed-methods design. Quantitative data were collected from 594 teachers, followed by qualitative interviews with six teachers of varying specializations and experience levels to interpret the quantitative results. Findings revealed that the level of the expected self was “somewhat expected,” it was higher in the “professionalism” factor compared to “teaching approach.” The feared self was rated as “somewhat not feared,” with consistency among its dimensions. Statistically significant differences in the expected self were found based on specialization (favouring biology and chemistry teachers versus physics teachers), years of experience (favouring those with more experience), and participation in professional development programs. No significant differences appeared in the feared self across these variables. Qualitative data showed that teachers held strong positive visions of their expected selves, centred on continuous growth and renewal, while their feared selves were weaker related to stagnation or boredom. Professional experience, institutional support, and hands-on training emerged as key enhancers of the expected self, whereas the feared self was mainly shaped by environmental or organizational barriers rather than self-efficacy deficit.