The purpose of this study was to explore difficulties and challenges that confront African
immigrant teachers as they attempt to reconstruct their professional identities in South African
schools. The study was qualitative in nature and utilized narrative inquiry and the case study
approach. Data-gathering techniques included a mix of semi-structured interviews, observa-
tions, focus group interviews, field notes and researcher journals. Data were analysed using
grounded theory and content analysis methods. Findings of the study revealed that immigration
status, employment status, attitudes of indigenous learners and holding on to former culture or
way of knowing due to lack of induction or mentoring, were impediments to the successful
reconstruction of African immigrant teachers’ professional identities in South African schools.

doi: 10.15700/201412071136