Özet:

This study reports an empirical study on the development and validation of a scale to assess post-secondary teachers’ professional identity. A sample of 352 teachers from a post-secondary education institution in Singapore voluntarily participated in this study. The sample was randomly split into two subsamples, Sample 1 (N = 185) and Sample 2 (N = 167). Exploratory factor analysis (EFA) was conducted in Sample 1 to determine the number of factors and select the items. Confirmatory factor analysis (CFA) was conducted in Sample 2 for cross-validation to confirm the factorial structure of the scale and examine the model-data fit. Both EFA and CFA results provided support for a three-factor scale structure. The three sub-scales were: teaching beliefs (5 items); professional socialisation (4 items); and career progression (3 items). Each sub-scale showed good internal consistency reliability and predictive validity. Potential uses of the scale in educational research and practice were discussed.

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