ArticlePloS one2024
The development and validation of the teacher professional identity scale in a Chinese university context.
Article in PloS one, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed.
- Exploring the nexus between perceived organizational support and professional identity among nursing professionals: a mediation-moderation mechanism.BMC nursing · 2026Article
- Professional agency as a psychological mechanism linking AI integration to language teacher identity.Frontiers in psychology · 2026Article
- Relationships among emotional intelligence, teacher professional identity, and critical thinking disposition in Chinese pre-service teachers.Frontiers in psychology · 2026Article
- Developing and validating an Interdisciplinary Teaching Readiness Scale (ITRS) for pre-service teachers in China.PloS one · 2024Article
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2 authors.
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Abstract
Professional identity has become a central topic in teacher education research and a crucial factor in shaping teachers' self-perception and perspectives on various aspects of their profession, including teacher roles, scholarly research, curriculum design, classroom instruction, instructional methods, and strategies, as well as their interactions within the educational context. Despite the considerable scholarly interest in teacher identity development, relatively few studies have considered how to measure teacher professional identity. This study developed and validated a new measurement of professional identity among Chinese pre-service teachers from an English language education program. A total of 560 pre-service teachers majoring in English language education were invited to participate in a survey and 542 questionnaires were deemed valid and subjected to analysis. Through this analysis, a scale with 17 items was developed, focusing on three different dimensions: professional self-efficacy, career commitment, and professional knowledge. After excluding items with a relatively poor correlation with factor loading, the final scale consisted of 13 items. The results showed that the developed scale has relatively good reliability (α = 0.939) and structural validity (χ2/df = 2.46, p < .001, CFI = 0.978, TLI = 0.971, SRMR = 0.033, RMSEA (90% CI) = 0.071 0.054, 0.089). This study may provide a quantitative instrument for future research to measure professional identity among pre-service teachers, both in Chinese and other contexts.
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