'We do Stuff!' Understanding the experience of developing a professional identity among early-career social workers

This research explores the development of professional identity in social work within the distinctive bicultural context of Aotearoa New Zealand. While social work professionalisation, including mandatory registration and formalised education pathways, was intended to strengthen the profession, it has not resolved ongoing ambiguity surrounding what it means to be a professional social worker. Instead, professionalisation has added further complexity to a profession operating within the obligations of Te Tiriti o Waitangi and under the increasing influence of neoliberal political structures. Questions surrounding professionalism, identity, and the purpose of social work remain contested, contributing to continuing scrutiny of the profession. This study positions ambiguity not solely as a limitation, but also as a dynamic force that allows social work to remain adaptable and responsive to diverse communities and changing social contexts. However, the absence of a coherent professional identity risks weakening the profession’s ability to advocate for social justice and sustain emancipatory practice. Despite more than two decades of professionalisation, social work continues to struggle to articulate a unified professional identity. The intersection of ethics, values, professionalism, and identity emerged as a central site of tension and uncertainty. The research aimed to understand how professional identity develops from student social worker to early-career practitioner and to contribute to discussions regarding the sustainability of the profession. Four guiding questions framed the study: What is social work professionalism? What is social work professional identity? What is social work in Aotearoa New Zealand? And how will social work be sustained? The study employed a qualitative methodology grounded in autoethnography, interpretative phenomenological analysis, constructivism, and feminist perspectives. Autoethnography functioned both as a reflective practice and analytical lens, enabling the researcher’s own experiences as a qualified social worker and educator to inform interpretation. Semi-structured interviews were conducted with five registered social workers employed in statutory settings in Aotearoa New Zealand. Braun and Clarke’s reflexive thematic analysis informed data interpretation, resulting in two overarching themes and six subthemes. Findings revealed that ambiguity permeates social work education, practice, and professional identity development. While participants consistently identified social work values and ethics as central to practice, the interpretation and enactment of these values varied significantly across contexts. Education contributed positively to participants’ self-awareness, confidence, and understanding of bicultural and ethical practice. However, participants felt less prepared for the ongoing uncertainty, relational complexities, and workplace challenges encountered in early practice. Relationships with colleagues and other professionals, alongside experiences of validation and stigma, had the greatest influence on professional identity formation. In contrast, formal mechanisms of professionalisation, including regulatory bodies and continuing professional development requirements, were perceived as less influential and insufficiently supportive of practitioners’ strengths and realities. The research concludes that professional identity development in social work is shaped more profoundly by relationships and contextual experiences than by formal professional structures. Although ambiguity continues to challenge the profession, the findings also highlight the potential for transformation through education, reflective practice, and stronger professional development frameworks. Greater engagement with lifelong learning, research, and deliberate professional formation may strengthen confidence, adaptability, and sustainability within the social work profession in Aotearoa New Zealand.

Name thesis:degree_name

Master of Professional Practice

Level thesis:degree_level

Masters

Grantor

Otago Polytechnic

Year dc:date.issued

2025

Author dc:creator

• Newman, Cheryl

• social work
• professional identity
• social work professionalisation
• social work education
• autoethnography
• Aotearoa
• reflexive thematic analysis

Statement dc:rights

• CC BY-NC-ND Attribution-NonCommercial-NoDerivs 4.0 International

Language dc:language.iso

en

Handle dc:identifier.uri

https://hdl.handle.net/10652/7301

OAI identifier oai:identifier

oai:null:10652/7301