Professional identity formation in sports teachers: a multifactorial analysis

Abstract

Introduction: The modern sports education system is undergoing a significant transformation due to global changes in sports and new requirements for the training of young athletes. Objective: This study aims to identify key factors influencing the professional identity of teachers working with young athletes, including their personal sports experience, continuous professional development (internships, courses, competitions), institutional specifics, and student achievement levels. Methodology: A mixed-method cross-sectional study, with a quantitative emphasis, was conducted using an adapted Coach Identity Development Scale. The scale assessed six components: social and personal development, social recognition, life coaching, training, success, and motivation. A supplementary questionnaire collected demographic and professional data. Results: The results show the significant influence of the factors on forming teachers' professional identities and create the basis for a comprehensive analysis of their interaction. Discussion: Practical implications include recommendations for differentiated teacher training programs emphasizing life coaching competencies, institutional support structures, and evidencebased professional development frameworks aligned with international coaching standards. Conclusions: Professional identity formation is driven by experiential, institutional, and developmental factors, necessitating differentiated training, systemic reforms and longitudinal research.