Özet:

The class teacher's professional identity structure is the result of the interaction of the teacher's personal and social elements with the professional values, beliefs, and emotions that allow him to rebuild it. The structure of professional identity is the basis for the professionalization and representation of class teachers in the process of professionalization. The purpose of this study is to develop a valid and reliable measurement tool that can be used to determine the characteristic structures found in the formation/construction contexts of class teachers’ professional identities. In the validity and reliability of the scale developed to determine the formation/construction context of the professional identity of the class teacher, 381 class teachers who work in the province of Çanakkale (including the center and districts) were applied to the scale’s opening factor analysis (AFA). Factor load of the substances in the scale. by 331. It varies from 822 to 8. With the data obtained from AFA, the scale is in a five-factor structure and the total variance of these five factors is 42%. It was revealed to 332. The Cronbach Alpha reliability ratio calculated for the entire scale is 0.64. The measurement’s verifying factor analysis (DFA) analysis was done by applying to 447 class teachers who have a job in the Çanakkale province (including the center and districts). The result of the DFA is that the ki-quare conformity index value is the freedom rate ratio (x2/sd = 3,41). This value is less than 5 indicates that the model is acceptable. The DFA also can be said that the model is well compatible with the achieved values (RMSEA = 0.074) taking into account. The GFI=.85, AGFI=.82 CFI=.87 and NFI=.85 were found to have the compatibility well-being values within an acceptable range of values. The formation/construction context scale of the class teacher’s professional identity (sömkoybö) is five-factor, five-factor liquid, 27 materials and validity and reliability have been tested.

Özet:

Professional identity of an elementary school teacher emerges from the interaction of the teacher’s personal and social context and professional values, beliefs, and emotions allowing for reconstructing it. The professional internalization and representation and identity construction lay the groundwork for the professionalization of elementary school teachers. The aim of the present study is to develop a valid and reliable measurement tool to identify the characteristic structures operational in the formation/construction of the professional identities of elementary school teachers. In the validity and reliability studies of the scale, which was developed to determine the formation / configuration context of the elementary teacher's professional identity, exploratory factor analysis (EFA) was applied to the 381 classroom teachers working in Çanakkale province (including the center and districts).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’s Alpha reliability coefficient was calculated to be .64 for the entire scale. Confirmatory factor analysis (CFA) analysis of the scale was performed by applying to 447 elementary teachers working in Çanakkale province (including center and districts).The CFA revealed that the ratio of the chi-square fit index to the degree of freedom was x2/sd =3.41. A value less than 5.00 signifies that the used model is acceptable. The values from the CFA (RMSEA= 0.074) showed that the model produced a good fit. GFI=0.85, AGFI=0.82, CFI=0.87, and NFI=0.85 show that the goodness-of-fit is within the acceptable range. The scale for development/construction context of elementary school teachers’ professional identities is a 5-level Likert scale consisting of 5 factors and 27 items. 

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