[Home ] [Archive]   [ فارسی ]  
:: Main :: About :: Current Issue :: Archive :: Search :: Submit :: Contact ::
Main Menu
Home::
Journal Information::
Archive::
For Authors::
For Reviewers::
Principles of Transparency::
Contact us::
::
Search in website

Advanced Search
..
Receive site information
Enter your Email in the following box to receive the site news and information.
..
:: Volume 15, Issue 6 (1-2023) ::
Educ Strategy Med Sci 2023, 15(6): 536-545 Back to browse issues page
Constructing and Evaluating the Reliability and Validity of the Professional Identity of Teachers Questionnaire
Saeed Arefnejad 1, Yousef Adib , Eskandar Fathi azar , Hamdollah Habibi
1- , aref.saeed@yahoo.com
Abstract:   (1078 Views)
 Introduction: Teachers'professional identity is the core of their teaching activity and professional commitment, and its discovery is very important for improving curricula and students learning. The present study was conducted to design and evaluate the validity and reliability of the teachers'professional identity questionnaire.
 Methods: This is a sequential combined exploratory study. The statistical population included teachers of East Azerbaijan province. The sample size of the quantitative section was estimated to be 300 people by simple random method. The participants of the qualitative section were purposefully selected and after interviewing 16 people, data saturation was obtained. The categories were identified and coded through interviews with teachers and literature study, and based on that, a questionnaire with 86 items was designed. The questionnaire was used by six experts to determine the content validity. Structural validity and data analysis were obtained by exploratory and confirmatory factor analysis with maximum likelihood. The reliability of the questionnaire was calculated through Cronbachchr('39')s alpha test.
 Results: The results showed that all questions have a suitable factor load with their component. The general structure of the teacherchr('39')s professional identity has the highest impact factor (0.79) with the learning component for teaching and the lowest impact factor (0.61) with the stress coping strategies component. The results of the analysis showed a good fit of the designed model with the experimental data and the validity of the teacherschr('39') professional identity structure was confirmed both at the level of questions and at the level of components.
Conclusion: The results showed that the model fit indices are in the acceptable range. Also, the results of confirmatory factor analysis indicate that the research data fit the factor structure. The Teacher Professional Identity Questionnaire with high validity is a tool that is valid for use in educational and psychological research.
Keywords: Professional identity, teachers, reliability, validity
Full-Text [PDF 876 kb]   (1169 Downloads)    
Article Type: Original Research | Subject: Other Fields
Received: 2019/05/12 | Accepted: 2019/06/8 | Published: 2023/01/30
Send email to the article author

Add your comments about this article
Your username or Email:

CAPTCHA


XML   Persian Abstract   Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Arefnejad S, Adib Y, Fathi azar E, Habibi H. Constructing and Evaluating the Reliability and Validity of the Professional Identity of Teachers Questionnaire. Educ Strategy Med Sci 2023; 15 (6) :536-545
URL: http://edcbmj.ir/article-1-2128-en.html


Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Volume 15, Issue 6 (1-2023) Back to browse issues page
دوماهنامه علمی- پژوهشی راهبــردهای آموزش در علوم پزشکی Education Strategies in Medical Sciences
Persian site map - English site map - Created in 0.05 seconds with 37 queries by YEKTAWEB 4642