Exploring teachers’ inclination towards adopting inquiry-based learning in social studies: Insights from teacher professional identity

This study, employing an online survey with 183 U.S. teachers, explored the relationship between teachers' professional identity and their inclination towards adopting inquiry-based learning activities to instruct social studies. Within our conceptualization, constructivist beliefs and teacher efficacy were positively associated with their adoption of inquiry. However, teacher autonomy showed a negative relationship, implying the role of curriculum responsibilities in decision-making. The positive relationship between respect and inquiry adoption was mediated by teachers' department chair/head positions. The study also covered subject matter domain, teaching experience, and educational attainment. The findings provide valuable insights for promoting inquiry-based practices in social studies.