Development of Elementary School Teacher's Professional Identity Scale: Validity and Reliability Studies of the Context of Constructing/Configuration of Professional Identity

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dc.contributor.authorGirgin, Derya
dc.contributor.authorŞahin, Çavuş
dc.date.accessioned2025-01-27T19:20:43Z
dc.date.available2025-01-27T19:20:43Z
dc.date.issued2019
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
dc.description.abstractProfessional identity of an elementary school teacher emerges from the interaction ofthe teacher’s personal and social context and professional values, beliefs, andemotions allowing for reconstructing it. The professional internalization andrepresentation and identity construction lay the groundwork for theprofessionalization of elementary school teachers. The aim of the present study is todevelop a valid and reliable measurement tool to identify the characteristic structuresoperational in the formation/construction of the professional identities of elementaryschool teachers. In the validity and reliability studies of the scale, which wasdeveloped to determine the formation / configuration context of the elementaryteacher's professional identity, exploratory factor analysis (EFA) was applied to the381 classroom teachers working in Çanakkale province (including the center anddistricts).The factor loadings of the items in the scale range between .331 and .822.EFA revealed a five-factor construct and a total variance of 42.332%. The Cronbach’sAlpha reliability coefficient was calculated to be .64 for the entire scale. Confirmatoryfactor analysis (CFA) analysis of the scale was performed by applying to 447elementary teachers working in Çanakkale province (including center anddistricts).The CFA revealed that the ratio of the chi-square fit index to the degree offreedom was x2/sd =3.41. A value less than 5.00 signifies that the used model isacceptable. The values from the CFA (RMSEA= 0.074) showed that the modelproduced a good fit. GFI=0.85, AGFI=0.82, CFI=0.87, and NFI=0.85 show that thegoodness-of-fit is within the acceptable range. The scale for development/constructioncontext of elementary school teachers’ professional identities is a 5-level Likert scaleconsisting of 5 factors and 27 items.
dc.identifier.doi10.17679/inuefd.456941
dc.identifier.endpage403
dc.identifier.issn1300-2899
dc.identifier.issn2149-9683
dc.identifier.issue2
dc.identifier.startpage384
dc.identifier.trdizinid332468
dc.identifier.urihttps://doi.org/10.17679/inuefd.456941
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/332468
dc.identifier.urihttps://hdl.handle.net/20.500.12428/14997
dc.identifier.volume20
dc.indekslendigikaynakTR-Dizin
dc.language.isoen
dc.relation.ispartofİnönü Üniversitesi Eğitim Fakültesi Dergisi
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_TRD_20250125
dc.subjectEğitim
dc.subjectEğitim Araştırmaları
dc.titleDevelopment of Elementary School Teacher's Professional Identity Scale: Validity and Reliability Studies of the Context of Constructing/Configuration of Professional Identity
dc.typeArticle

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