Quantum mechanics

Subject matter

Test validity

Mathematics education

Biology

Social psychology

Pedagogy

Developmental psychology

Power (physics)

Acoustics

Psychometrics

Validity

Curriculum

Paleontology

Physics

Test (biology)

Identity (music)

Aesthetics

Psychology

Applied psychology

Convergent validity

Reliability (semiconductor)

Medicine

Clinical psychology

Medical education

Internal consistency

Studies In Educational Evaluation

The purpose of this study was to develop and examine the psychometric properties of a Questionnaire on Perceived Professional Identity among Teachers (QIPPE), including three individual components (i.e., subject matter, didactical and pedagogical expertise) in the definition of teachers' professional identity. This study involved three steps: the development of a preliminary version; a first study to establish the factorial validity of the QIPPE scores and its reliability; and a second study to test the convergent validity of the QIPPE. Through three samples and based on multiple criteria for assessing model adequacy, the results provided evidence for a 2-factor, 11-item solution of the QIPPE, including one factor related to pedagogical expertise and another related to subject matter – didactical expertise, labelled 'subject matter expertise'. This questionnaire will be helpful for conducting longitudinal and quantitative research to estimate the reciprocal effects of perceived teachers' professional identity (TPI) and other related factors.

Validity and reliability of questionnaire on perceived professional identity among teachers (QIPPE) scores