ABSTRACT This study explored the effect that the institutionalisation forces required by the ‘IB World School’ authorisation process has on the identity of experienced teachers. The research analyses these institutionalising forces and the way they are carried and communicated. The institutionalising forces have a significant effect on the identity of experienced teachers. The research confirms that teacher identity is dynamic and that the identity of experienced teachers can change significantly. The institutionalisation process is powerful and appears to be coercive. However, the teachers appear to be willing participants in the institutionalisation process, and the sense of coercion the authors identified may be an unintended consequence of the process of establishing institutional legitimacy. As chains and groups of schools become more prevalent internationally, and in the English school system, the institutionalisation process in schools and the effect on the identity of teachers who work in them is likely to become more significant.

中文翻译：

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学校的制度化及其对有经验教师身份的影响：以国际文凭世界学校为例

摘要 本研究探讨了“IB 世界学校”授权过程所需的制度化力量对有经验教师身份的影响。该研究分析了这些制度化力量及其传播和传播方式。制度化力量对有经验的教师的认同有显着影响。研究证实，教师身份是动态的，经验丰富的教师的身份会发生显着变化。制度化过程是强大的，似乎是强制性的。然而，教师似乎是制度化过程的自愿参与者，作者确定的胁迫感可能是建立制度合法性过程的意外后果。