ÖĞRETMEN KİMLİĞİ ÖLÇEĞİ: GEÇERLİK VE GÜVENİRLİK ÇALIŞMASI

The original article was published on October 31, 2024. https://dergipark.org.tr/en/pub/maeuefd/article/1417404

Erratum Note

Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, Sayı 72, 2024 "Öğretmen Kimliği Ölçeği: Geçerlik ve Güvenirlik Çalışması" başlıklı makalenin (Aydın, F., & Aslan, M., 2024, Sayı 72, ss. 231-262) 245. sayfasında yer alması gereken "Şekil 3. Öğretmen Kimliği Ölçeği YEM Modeli" teknik bir hata nedeniyle yayımlanmamıştır. İlgili şekil, makalenin çevrimiçi versiyonuna eklenmiştir. Bu düzeltme, makalenin bilimsel içeriğini ve sonuçlarını etkilememektedir.

Abstract

Öğretmen kimliği konusu son yıllarda dünya çapında oldukça ilgi gören bir konu olmuş durumdadır. Bu nedenle öğretmen kimliğini ölçmeye yönelik araştırmalar oldukça artmış durumdadır. Bu araştırma ile hizmet içi öğretmenlere yönelik, hizmet içi öğretmenler ile geliştirilen, branş sınırlaması içermeyen, ölçek geliştirme bilimsel basamaklarına uyularak geliştirilen geçerli ve güvenilir bir Öğretmen Kimliği Ölçeği geliştirmek amaçlanmıştır. Ölçek geliştirme süreci 2020-2021 eğitim-öğretim yılında Türkiye'nin altı farklı bölgesinde, çeşitli illerde okul öncesi, ilkokul, ortaokul ve liselerde görev yapan 850 öğretmen ile gerçekleştirilmiştir. Açımlayıcı faktör analizi (AFA) için 425 öğretmen, doğrulayıcı faktör analizi (DFA) için farklı 425 öğretmen ile ölçeğin geçerlik ve güvenirlik çalışmaları yürütülmüştür. Ölçek faktör sayısının belirlenmesinde AFA öz değer ve yamaç-birikinti grafiği dikkate alınmıştır. Ölçekte öz değeri birin üzerinde olan altı faktör var olduğu belirlenmiştir. Söz konusu altı faktörde yer alan uygun olmayan maddeler (faktör yük değerleri 0.30’dan düşük olanlar) analiz dışı bırakılmıştır. Ölçek maddelerine ait AFA faktör yük değerlerinin 0.433 ile 0.875 arasında değiştiği ve altı faktörlü yapının toplam varyansın %60.863’ünü açıkladığı belirlenmiştir. DFA sonucunda madde faktör yüklerinin 0.51 ile 0.86 arasında değiştiği, 41 madde ve altı faktörden oluşan yapının doğrulandığı görülmüştür. Ölçeğin tamamına ilişkin Cronbach alfa güvenirlik değeri AFA uygulamasında 0.942, DFA uygulamasında ise 0.946 olarak bulunmuştur. Ölçek geliştirme geçerlik ve güvenirlik çalışmalarından elde edilen bulgular ölçeğin okul öncesi, ilkokul, ortaokul ve liselerde görev yapan öğretmenlerin öğretmen kimliği algılarını belirlemede kullanılabilecek geçerli ve güvenilir bir ölçme aracı olduğunu göstermiştir.

Keywords

• Öğretmen kimliği
• Ölçek geliştirme
• Okul öncesi
• İlkokul
• Ortaokul

TEACHER IDENTITY SCALE: VALIDITY AND RELIABILITY STUDY

The original article was published on October 31, 2024. https://dergipark.org.tr/en/pub/maeuefd/article/1417404

Erratum Note

Mehmet Akif Ersoy University Journal of Education Faculty, Issue 72, 2024 "Figure 3. Teacher Identity Scale SEM Model" that should have appeared on page 245 of the article titled "Teacher Identity Scale: A Validity and Reliability Study" (Aydın, F., & Aslan, M., 2024, Issue 72, pp. 231-262) was not published due to a technical error. The relevant figure has been added to the online version of the article. This correction does not affect the scientific content and conclusions of the article.

Abstract

Abstract: The subject of teacher identity has been a subject of great interest worldwide in recent years. For this reason, research on measuring teacher identity has increased considerably. This study aimed to develop a valid and reliable Teacher Identity Scale for in-service teachers, developed with in-service teachers, without any branch limitation, and developed in accordance with the scientific steps of scale development. The scale development process was carried out with 850 teachers working in preschools, primary schools, secondary schools and high schools in various provinces in six different regions of Turkey in the 2020-2021 academic year. Scale validity and reliability studies were conducted with 425 teachers for exploratory factor analysis (EFA) and 425 different teachers for confirmatory factor analysis (CFA). EFA eigenvalue and scree plot were taken into account in determining the scale factor number. It was determined that there were six factors with an eigenvalue above 1 in the scale. Since the scale was suitable for the theoretical basis and research theory, the six-factor structure was studied and unsuitable items (with factor loading values less than 0.30) were excluded from the analysis. It was determined that the EFA factor loading values of the scale items ranged between 0.433 and 0.875, and the six-factor structure explained 60.863% of the total variance. As a result of the CFA performed, it was seen that the item factor loads varied between 0.51 and 0.86, and the structure consisting of 41 items and six factors was confirmed. The Cronbach's alpha reliability value for the entire scale was found to be 0.942 in the EFA application and as 0.946 in the CFA application. As a result of the findings obtained from the scale development validity and reliability studies, it has been shown that the scale is a valid and reliable measurement tool that can be used in determining the teacher identity perceptions of teachers working in preschool, primary, secondary and high schools.

Keywords

• Teacher identity
• Scale development
• Preschool
• Primary school
• Secondary school

References

1. Abu-Alruz, J., & Khasawneh, S. (2013). Professional identity of faculty members at higher education institutions: A criterion for workplace success. Research in Post-Compulsory Education, 18 (4), 431–442.
2. Ainur, A. K., Sayang, M. D., Jannoo, Z., & Yap, B. W. (2017). Sample size and non-normality effects on goodness of fit measures in structural equation models. Pertanika Journal of Science & Technology, 25(2), 575-586.
3. Atal, D. (2019). Öğretmen eğitimi sürecinin bilişim teknolojileri öğretmen adaylarının mesleki kimlikleri üzerindeki etkisi. Ankara University Journal of Faculty of Educational Sciences (JFES), 52(2), 435-467.
4. Avalos, B. (2016). Learning from research on beginning teachers. International Handbook of teacher education (ss. 487-522) içinde. Singapore: Springer.
5. Avraamidou, L. (2014). Studying science teacher identity: Current insights and future research directions. Studies in Science Education, 50, 145–179.
6. Aydın, F. (2022). Öğretmen kimliğinin oluşmasında hizmet öncesi eğitim ve okul ikliminin rolü. Yüzüncü yıl Üniversitesi: Yayımlanmamış doktora tezi.
7. Aydın, F., & Aslan, M. (2024). Öğretmen Kimliği Algıları ve Öğretmen Kimlik Algılarının Demografik Değişkenlere Göre Değişimi. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 59(59), 171-204. https://doi.org/10.15285/maruaebd.1359716.
8. Aykac, N., Yildirim, K., Altinkurt, Y., & Marsh, M. M. (2017). Üniversite Park Bülten| Bulletin.

9. Azim, M. (2017). Being a teacher: Developing self-efficacy and teacher identity through self-reflective techniques in teacher education programs. Journal of Education and Practice, 8(34), 7-14.
10. Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39, 175–189.
11. Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107–128. https://doi.org/10.1016/j.tate.2003.07.001
12. Beijaard, D., Verloop, N., & Vermunt, J. D. (2000). Teachers' perceptions of professional identity: An exploratory study from a personal knowledge perspective. Teaching and Teacher Education, 16, 749–764.
13. Berman, P., McLaughlin, M., Bass, G., Pauly, E., & Zellman, G. (1997). Federal programs supporting educational change: VOL. VII. factors affecting ımplementation and continuation (Report No. R-1589/7-HEW). Santa Monica, CA: RAND. (ERIC Document Reproduction Service No. 140 432)
14. Bildiren, A. (2018). Özel eğitimin üstün yetenekli çocuklar üzerinde benlik algısına etkisi. Kastamonu Eğitim Dergisi, 26(5), 1489-1498.
15. Browne, M. W., & Cudeck, R. (1992). Alternative ways of assessing model fit. Sociological Methods & Research, 21(2), 230-258.
16. Bukor, E. (2015). Exploring teacher identity from a holistic perspective: Reconstructing and reconnecting personal and professional selves. Teachers and teaching, 21(3), 305-327.
17. Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2018). Bilimsel araştırma yöntemleri. Pegem Akademi Yayıncılık.
18. Canrinus, E. T. (2011). Teachers' sense of their professional identity. Groningen: PrintPartners Ipskamp B.V., Enschede, The Netherlands.
19. Canrinus, E. T., Helms-Lorenz, M., Beijaard, D., Buitink, J., & Hofman, A. (2012). Self-efficacy, job satisfaction, motivation and commitment: Exploring the relationships between indicators of teachers’ professional identity. European journal of psychology of education, 27(1), 115-132.
20. Canrinus, E. T., Helms-Lorenz, M., Beijaard, D., Buitink, J., & Hofman, A. (2011). Profiling teachers’ sense of professional identity. Educational Studies, 37(5), 593–608. https://doi.org/10.1080/03055698.2010.539857
21. Carrillo, C., & Flores, M. A. (2018). Veteran teachers’ identity: What does the research literature tell us?. Cambridge Journal of Education, 48(5), 639-656.
22. Ceylan, Y. (2019). Matematik öğretmen adaylarının öğretmen kimliği gelişimi ve kendilerini öğretmen hissetmeleri üzerine bir karma araştırma (Yayımlanmamış yüksek lisans tezi). Bolu Abant İzzet Baysal Üniversitesi.
23. Chandran, L., Luli, R. J., Strano-Paul, L., & Post, S. G. (2019). Developing “a way of being”: deliberate approaches to professional identity formation in medical education. Academic Psychiatry, 43(5), 521-527.
24. Charalambous, C. Y., Philippou, G. N., & Kyriakides, L. (2008). Tracing the development of preservice teachers’ efficacy beliefs in teaching mathematics during fieldwork. Educational Studies in Mathematics, 67(2), 125-142.
25. Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling, 9(2), 233-255.
26. Cheung, H. Y. (2008). Teacher efficacy: A comparative study of Hong Kong and Shanghai primary in-service teachers. The Australian Educational Researcher, 35(1), 103-123.
27. Collie, R. J., Shapka, J. D., & Perry, N. E. (2011). Predicting teacher commitment: The impact of school climate and social–emotional learning. Psychology in the Schools, 48(10), 1034-1048.
28. Collie, R. J., Shapka, J. D., & Perry, N. E. (2012). School climate and social–emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of educational psychology, 104(4), 1189.
29. Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
30. Çetin, G. (2017). Öğretmen adaylarının mesleki amaçlara ulaşma arzularıyla bunların ulaşılabilirliğine ilişkin inançları: öğretmen kimliği ve olası benliklerin rolleri. Abant İzzet Baysal Üniversitesi: Yayımlanmamış doktora tezi.
31. Çetin, G. (2020). Öğretmen adaylarının başarı amaçları, öğretmen kimlikleri ve kişisel sorumluluk hisleri arasındaki ilişkiler. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 33(3), 612-652.
32. Danielewicz, J. (2001). Teaching selves: Identity, pedagogy, and teacher education. Suny Press.
33. Day, C. & Kington, A. (2008). Identity, well‐being and effectiveness: The emotional contexts of teaching. Pedagogy, Culture & Society, 16(1), 7-23.
34. Day, C. (2011). Uncertain professional identities: Managing the emotional contexts of teaching. In C. Day & J. C.-K. Lee (Eds.), New understandings of teacher's work: Emotions and educational change (pp. 45-64). Springer Dordrecht Heidelberg London New York: Springer
35. Fisherman, A. (1998). S. Fisherman, JA Abbot. Ego Identity as a Predictor of Teaching Success.
36. Flores, B. B., Clark, E. R., Guerra, N. S., Casebeer, C. M., Sánchez, S. V., & Mayall, H. J. (2010). Measuring the psychosocial characteristics of teacher candidates through the Academic Self-identity: Self-observation Yearly (ASI SOY) Inventory. Hispanic Journal of Behavioral Sciences, 32(1), 136-163. doi:10.1177/0739986309353029
37. Flores, M. A., & Day, C. (2006). Contexts which shape and reshape new teachers’ identities: A multi-perspective study. Teaching and Teacher Education, 22(2), 219-232.
38. Friesen, M. D. & Besley, S. C. (2013). Teacher identity development in the first year of teacher education: A developmental and social psychological perspective. Teaching and Teacher Education, 36, 23–32.
39. Gleeson, J., O’Flaherty, J., Galvin, T., & Hennessy, J. (2015). Student teachers, socialisation, school placement and schizophrenia: the case of curriculum change. Teachers and Teaching, 21(4), 437-458.
40. Hahl, K., & Mikulec, E. (2018). Student reflections on teacher identity development in a year-long secondary teacher preparation program. Australian Journal of Teacher Education, 43(12), 42–58. https://doi.org/10.14221/ajte.2018v43n12.4
41. Hanna, F., Oostdam, R., Severiens, S. E., & Zijlstra, B. J. H. (2019). Domains of teacher identity: A review of quantitative measurement instruments. Educational Research Review, 27, 15–27. https://doi.org/10.1016/j.edurev.2019.01.003
42. Hanna, F., Oostdam, R., Severiens, S. E., & Zijlstra, B. J. H. (2022). The development of the relationship between professional identity tensions and teacher identity: A quantitative longitudinal study among Dutch primary student teachers. Studies in Educational Evaluation, 75, 101199. https://doi.org/10.1016/j.stueduc.2022.101199
43. Henson, R. K. (2001). Teacher self-efficacy: Substantive implications and measurement dilemmas. Annual Meeting of the Educational Research Exchange (College Station, TX, January 26, 2001).
44. Hermans, R., van Braak, J., & Van Keer, H. (2008). Development of the beliefs about primary education scale: Distinguishing a developmental and transmissive dimension. Teaching and teacher Education, 24(1), 127-139.
45. Hong, J., & Cross Francis, D. (2020). Unpacking complex phenomena through qualitative inquiry: The case of teacher identity research. Educational Psychologist, 55(4), 208–219. https://doi.org/10.1080/00461520.2020.1783265
46. Hongying, S. (2007). Literature review of teacher job satisfaction. Chinese Education & Society, 40(5), 11-16.
47. Hoy, A. W., & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and teacher education, 21(4), 343-356.
48. Huang, J., Wang, Y., & Teng, F. (2019). Understanding changes in teacher beliefs and identity formation: A case study of three novice teachers in Hong Kong. Teaching Education, 32(2), 193–207. https://doi.org/10.1080/10476210.2019.1693535
49. Izadinia, M. (2013). A review of research on student teachers’ professional identity. British Educational Research Journal, 39(4), 694-713. https://doi.org/10.1080/01411926.2012.679614
50. Izadinia, M. (2015). A closer look at the role of mentor teachers in shaping preservice teachers' professional identity. Teaching and teacher education, 52, 1-10.
51. Kao, Y., & Lin, S. (2015). Constructing a structural model of teachers’ professional identity. Asian Journal of Management Sciences & Education, 4(1), 69-81.
52. Karaolis, A., & Philippou, G. N. (2019). Teacher’s professional identity. In M. S. Hannula, G. C. Leder, F. Morselli, M. Vollstedt, & Q. Zhang (Eds.), Affect and mathmatics education: Fresh perspectives on motivation, engagement, and identity (pp. 397–417). Springer. https://doi.org/10.1007/978-3-030-13761-8
53. Kelchtermans, G. (1993). Getting the story, understanding the lives: From career stories to teachers' professional development. Teaching and teacher education, 9(5-6), 443-456.
54. Kerby, A. (1991). Narrative and the self. Bloomington, IN: Indiana University Press.
55. Khany, R., & Malekzadeh, P. (2015). Associations among EFL teachers' professional identity, professional vitality, and creativity. Teaching English Language, 9(2), 37-74.
56. Knowles, G. J. (1992). Models for understanding pre-service and beginning teachers’ biographies: Illustrations from case studies. I. F. Goodson (Ed.), Studying teachers’ lives (ss. 99-152) içinde. London, England: Routledge.
57. Korthagen, F. A. J. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 29(1), 77- 97.
58. Kozikoğlu, İ., & Özcanlı, N. (2020). Öğretmenlerin 21. yüzyıl öğreten becerileri ile mesleğe adanmışlıkları arasındaki ilişki. Cumhuriyet Uluslararası Eğitim Dergisi, 9(1), 270-290.
59. Kyriacou, C., & Coulthard, M. (2000). Undergraduates' views of teaching as a career choice. Journal of education for Teaching, 26(2), 117-126.
60. Lamote, C., & Engels, N. (2010). The development of student teachers' professional identity. European Journal of Teacher Education, 33, 3–18.
61. Lasky, S. (2005). A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. Teaching and Teacher Education, 21(8), 899-916.
62. Latham, G. P., & Pinder, C. C. (2005). Work motivation theory and research at the dawn of the twenty-first century. Annu. Rev. Psychol., 56, 485-516.
63. Lerseth, K. A. (2013). Identity development among pre-service teacher candidates. Iowa State University: Unpublished dissertation.
64. Li, B. (2016). Identifiable but changeable: Capturing the features of teacher identity. International journal Soc.Sci. & Education, 6, 225–234.
65. Li, D., & Shao, Z. (2018). The effect of coping style of primary and middle school teachers on professional well-being: Mediating effect of teacher professional identity. Education Research Monthly, 10, 90–97. https://doi.org/10.16477/j.cnki.issn1674-2311.2018.10.010
66. Lin, Y., Ameyaw, M. A., Zhang, Q., Sun, B., & Li, W. (2022). The relationship between teacher professional identity and burnout amid the pandemic: A moderated mediation model. Frontiers in Public Health, 10, 956243. https://doi.org/10.3389/fpubh.2022.956243
67. Liu, J., & Keating, X. D. (2022). Development of the pre-service physical education teachers’ teacher identity scale. European Physical Education Review, 28(1), 186–204. https://doi.org/10.1177/1356336X211028832
68. Liu, S., Keeley, J. W., Sui, Y., & Sang, L. (2021). Impact of distributed leadership on teacher job satisfaction in China: The mediating roles of teacher autonomy and teacher collaboration. Studies in Educational Evaluation, 71, 101099.
69. Lu, M., Luo, J., Chen, W., & Wang, M. (2022). The influence of job satisfaction on the relationship between professional identity and burnout: A study of student teachers in Western China. Current Psychology, 41(1), 289–297. https://doi.org/10.1007/s12144-019-00565-7
70. Lutovac, S. & Kaasila, R. (2019). Methodological landscape in research on teacher identity in mathematics education: A review. ZDM Mathematics Education, 51, 505–515. https://doi.org/10.1007/s11858-018-1009-2
71. Lutovac, S., & Kaasila, R. (2018). Future directions in research on mathematics-related teacher identity. International Journal of Science and Mathmatics Education, 16(4), 759–776. https://doi.org/10.1007/s10763-017-9796-4
72. Madigan, D. J., & Kim, L. E. (2021). Towards an understanding of teacher attrition: A meta-analysis of burnout, job satisfaction, and teachers’ intentions to quit. Teaching and teacher education, 105, 103425.
73. Mahmoodarabi, M., Maftoon, P., & Siyyari, M. (2021). Development and validation of an English language teacher professional identity scale (ELTPIS). Issues in Language Teaching, 10(1), 201–237. https://doi.org/10.22054/ilt.2021.59441.579
74. Martin, A. D., & Strom, K. J. (2016). Toward a linguistically responsive teacher identity: An empirical review of the literature. International Multilingual Research Journal, 10(4), 239-253
75. Marz, V., & Kelchtermans, G. (2013). Sense-making and structure in teachers’ reception of educational reform. A case study on statistics in the mathematics curriculum. Teaching and Teacher Education, 29, 13-24.
76. Matheny, E. B. (2016). Becoming a mathematics teacher: Identity, narratives, and resources. The University of Tennessee: Unpublihed dissertation.
77. Meyer, J. P., Allen, N. J., & Smith, C. A. (1993). Commitment to organizations and occupations: Extension and test of a three-component conceptualization. Journal of applied psychology, 78(4), 538.
78. Ni, L., Mcklin, T., Hao, H., Baskin, J., Bohrer, J., & Tian, Y. (2021). Understanding professional identity of computer science teachers: Design of the computer science teacher identity survey. ICER 2021 - Proceedings of the 17th ACM Conference on International Computing Education Research, 281–293. https://doi.org/10.1145/3446871.3469766
79. OECD TALIS. (2018). conceptual framework. https://read.oecd-ilibrary.org/education/teaching-and-learning-international-survey-talis-2018-conceptual-framework_799337c2-en.
80. Olsen, B. (2008). How reasons for entry into the profession illuminate teacher identity development. Teacher Education Quarterly, 35(3), 23-40.
81. Olsen, B. (2012). Identity theory, teacher education, and diversity. Encyclopedia of diversity in education, 1, 1123-1126.
82. Örücü, E., & Kanbur, A. (2008). Örgütsel-yönetsel motivasyon faktörlerinin çalışanların performans ve verimliliğine etkilerini incelemeye yönelik ampirik bir çalışma: Hizmet ve endüstri işletmesi örneği. Yönetim ve Ekonomi Dergisi, 15(1), 85-97.
83. Özoğlu, M., Gür, B. S., & Altunoğlu, A. (2013). Türkiye ve dünyada öğretmenlik. Retorik ve Pratik, 1(1), 41-60.
84. Razak, N. A., Darmawan, I., & Keeves, J. P. (2009). Teacher commitment. International handbook of research on teachers and teaching (ss. 343-360) içinde. Boston, MA: Springer
85. Richter, E., Brunner, M., & Richter, D. (2021). Teacher educators’ task perception and its relationship to professional identity and teaching practice. Teaching and Teacher Education, 101, 103303.
86. Sachs, J. (2001). Teacher professional identity: Competing discourses, competing outcomes. Journal of Educational Policy, 16(2), 149-161.
87. Schepens, A., Aelterman, A., & Vlerick, P. (2009). Student teachers’ professional identity formation: Between being born as a teacher and becoming on. Educational Studies, 35(4), 361-378.
88. Sharabyan, S. K. (2011). An investigation into Iranian language teachers’ motivation with respect to their job satisfaction and second language pedagogy. Procedia-Social and Behavioral Sciences, 30, 1071-1075.
89. Shi, X., & Cheng, X. (2020). Review and prospect of domestic research on teacher identity. Modern Education Management, 4, 54–60. https://doi.org/10.16697/j.1674-5485.2020.04.008
90. Starr, S., Haley, H.-L., Mazor, K. M., Ferguson, W., Philbin, M., & Quirk, M. (2006). Initial testing of an instrument to measure teacher identity in physicians. Teaching and Learning in Medicine, 18(2), 117-125.
91. Tabachnick, B.G., & Fidell, L.S. (2012). Using Multivariate Statistics. 6th ed. Pearson Education, Inc, New York, NY, U.S.A.
92. Tang, J. (2014). Survey on middle school teachers’ professional identity, burnout, teaching efficacy. Foreign Language and Literature Studies, 1, 19–25. https://doi.org/10.19716/j.1672-4720.2014.01.004
93. Tickle, L. (2000). Teacher induction: The way ahead. Buckingham, Philadelphia: Open University Press.
94. Timostsuk, I., ve Ugaste, A. (2010). Student teachers’ professional identity. Teaching and Teacher Education, 26, 1563 – 1570. Toropova, A., Myrberg, E., & Johansson, S. (2021). Teacher job satisfaction: the importance of school working conditions and teacher characteristics. Educational Review, 73(1), 71-97.
95. Van Lankveld, T., Schoonenboom, J., Croiset, G., Volman, M., & Beishuizen, J. (2017). The role of teaching courses and teacher communities in strengthening the identity and agency of teachers at university medical centres. Teaching and Teacher Education, 67, 399-409.
96. Wang, C. (2021). The impact of special education teacher’s sense of belonging on life satisfaction: The mediating effect of professional identity. Journal of Guizhou Normal University, 39(1), 108–113. https://doi.org/10.16614/j.gznuj.zrb.2021.01.017
97. Wenger, E. (1998). Communities of practice. Leaning, meaning, and identity. Newyork: Cambridge University Press.
98. Widodo, H. P., Fang, F., & Elyas, T. (2020). The construction of language teacher professional identity in the Global Englishes territory: ‘we are legitimate language teachers. Asian Englishes, 22(3), 309–316. https://doi.org/10.1080/13488678.2020.1732683
99. Willis, R., Lynch, D., Peddell, L., Yeigh, T., Woolcott, G., Bui, V., Boyd, W., Ellis, D., Markopoulos, C., & James, S. (2021). Development of a teacher of mathematics identity (ToMI) scale. Mathematics Education Research Journal, 35(S1), 107–132. https://doi.org/10.1007/s13394-021-00391-w
100. Wong, C. Y. E., & Liu, W. C. (2022). Evaluating the teacher professional identity of student teachers: Development and validation of the teacher professional identity scale. Journal of Education, 1–14. https://doi.org/10.1177/00220574221101375
101. Xu, Y., Gu, H., Liu, X., Zhuang, Q., Huang, Y., & Chen, Y. (2023). Pre-service English teachers’ identity construction in educational support activities. Foreign Languages in China, 20(3), 87–96. https://doi.org/10.13564/j.cnki.issn.1672-9382.2023.03.013
102. Xun, Y., & Zheng, X. (2015). An empirical study on the construction of middle school EFL teacher identity. Journal of Schooling Studies, 12(2), 43–50. https://doi.org/10.3969/j.issn.1005-2232.2015.02.006
103. Xun, Y., Sun, L., & Peng, F. (2014). Formulation and valiation of a teacher identity inventory for EFL teachers. Shandong Foreign Language Teaching Journal, 5, 61–67. https://doi.org/10.16482/j.sdwy37-1026.2014.05.016
104. Yan, Y., Bava Harji, M., & Kannan, S. (2024). English teacher identity measure: Development and validation in a Chinese EFL context. Cogent Education, 11(1), 2293983.
105. Yang, L., & Huang, F. (2022). University English teacher’s identity shift during the visiting scholar experience. Foreign Languages and Their Teaching, 2, 107–115. https://doi.org/10.13458/j.cnki.flatt.004842
106. Yuan, R. (2019). A critical review on nonnative English teacher identity research: From 2008 to 2017. Journal of Multilingual and Multicultural Development, 40(6), 518–537. https://doi.org/10.1080/01434632.2018.1533018
107. Zarrinabadi, N., Jamalvandi, B., & Rezazadeh, M. (2023). Investigating fixed and growth teaching mindsets and self-efficacy as predictors of language teachers’burnout and professional identity. Language Teaching Research, 136216882311517. https://doi.org/10.1177/13621688231151787
108. Zembylas, M., & Papanastasiou, E. (2006). Sources of teacher job satisfaction and dissatisfaction in Cyprus. Compare: A Journal of Comparative and International Education, 36(2), 229-247.
109. Zen, S., Ropo, E., & Kupila, P. (2022). International teacher education programme as a narrative space for teacher identity reconstruction. Teaching and Teacher Education, 109, 103527. https://doi.org/10.1016/j.tate.2021.103527
110. Zhao, H., & Zhang, X. (2017). The influence of field teaching practice on pre-service teachers’ professional identity: A mixed methods study. Frontiers in psychology, 8, 1264.
111. Zhou, K., Wang, C., & Zhou, Y. (2012). Research on the professional identity structure and scale formation of physical education teachers. Journal of Beijing Sport University, 35(3), 93–98. https://doi.org/10.19582/j.cnki.11-3785/g8.2012.03.020
112. Zivkovic P. (2013). Professional development and teachers’ professional identity: self-assessment in Republic of Serbia. Journal of educational and instructional studies in the world, 3(1), 150-15