Journal Name:
- Journal of Educational and Instructional Studies in the World
Author Name |
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Abstract (2. Language):
The aim of this study was to examine the factor structure of the scale of professional identity of teachers
(teachers in the sample N = 221) and the linkage scores on this scale with the dimensions of creativity and
collaboration factors, extracted from seven-factors model quality indicators of teaching.
Author present results of empirical study of teacher professional identity structure using the Teacher
Professional Identity Scale Scale (Cheung, 2008) which consists of 18 items with good reliability (Cronbach
alpha .83). Factor analysis was obtained four-factors interpretable structures. The factors were interpreted as:
teaching practice, development and needs of students, schools and professions, personal development
teachers. The most significative factor of the saturation was schools and professions, and at least a factor of
teaching practice.
This factor structure was then correlated with two factors, the quality of teachers' work (creativity and
cooperation), which are separated from the main scale assessment of the quality of teaching and on the basis
of which was obtained seven-factors model (reflective thinking of teachers, continuous professional
development (extrinsic and intrinsic motivation ), autonomy, responsibility, creativity and cooperative
relations). The criteria for defining indicators of quality of teachers are determined based on the proposal
closing 30th ATEE Conference (Amsterdam, 2005).
The results of canonical correlation analysis of the factors of professional identity and quality indicators of
teachers' work (creativity and collaborative relationships) are presented.
The obtained correlations are usually significant factors of professional identity, teachers' creativity and
collaboration. In crossstructure canonical correlation coefficients obtained are statistically significant
correlations of creativity and collaboration with the factors: the school and the profession, teaching practice
and student development. Multivariate analysis showed that teachers with higher academic qualifications,
professional engagement later in the classroom and longer working lives are more important achievements of
the factors of creativity and collaboration.
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