Abstract:

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.