World over, the education system today is facing numerous challenges that can lead to stress and crises. School leadership plays a central role in fostering resilience. Thus, the ways in which teacher leaders as subject coordinators understand and enact their role is crucial. Identity constitutes the basis for making decisions, meaning making and designing teaching methods. Professional support, such as participation in professional learning communities, is hence essential for these teacher leaders. However, little is known about the ways professional identity develops over time or the characteristics of the professional community that best contribute to professional identity work and the wellbeing of its participants. The aim of this dissertation was to explore the professional identity of biology coordinators as reflected in the ways they deal with changes during their participation in a virtual professional learning community (VPLC) involved in adapting pedagogy to the digital age and overcoming professional challenges. This qualitative study examined the professional identity of biology coordinators from different high schools participating in a VPLC. The content analysis of in-depth interviews conducted with seven coordinators showed that professional identity played a key role in their ability to cope with challenges and crises. The strength of the community, as manifested in supporting and encouraging the formation of professional identity, also contributed to the resilience and well-being of its participants. The findings make theoretical and practical contributions to the field of professional development of subject coordinators by providing a better understanding of how the professional identity of biology coordinators manifests as agents of change in their schools, and by distilling the characteristics of the community that enable its participants to maintain their well-being and resilience in situations of stress and crisis.
