Vietnamese millennial teachers’ career identity during and after the transition to work

This article, using identity-agency and positioning theory, studies millennial university teachers’ (MUTs) experiences during and after the graduate transition to work (GTW). The teachers reported their reflection on their pre-entrance into the labour market, the first few years as early career teachers, their current performance at work, and their future projection of their career development. The MUTs encountered professional and socialization challenges during the GTW due to their deliberate self-positioning, other positioning and forced self-positioning, but they enacted their identity-agency and continuously worked on their career identity through repositioning. The findings also highlight specific traits of Millennials, such as adaptability, embracement of work-life balance, self-development, and self-driven career.