البنية العاملية لمقياس الهوية المهنية و تكافؤ قياسه عبر متغيرات النوع و المرحلة و الخبرة لدى معلمي التعليم العام

Abstract EN

The current research aims to exploring the factor construct of professional identity scale among general learning teachers, and test equivalence of factor construct with different types (configural, metric, scalar, and residual) across different groups according gender, stage, experience, and finally evidence the effect of statistical interaction between gender, stage, and experience on the factor construct of (TPI), the participants consists of (361) teachers by primary, preparatory, secondary in east and West Zagzazig schools in Sharkia governorate, and applied professional identity scale (translated and localization by the researcher), by using explatory, confirmatory factor analysis, multiple group confirmatory factor analysis, MANOVA, the results revealed a five-factor construct, and revealed configural, metric (weak), scalar (strong), and residual measurement invariance for tha factorial construct of (TPI) through gender, experience except residual measurement invariance, but according to stage configural, metric (weak) are achieves only, scalar (strong), and residual measurement invariance are not achieved, finally there was no significant effect for (gender) in some TPI dimensions and total degree, (stage) in professional passion dimension, (experience) in institutional dimension and relation with colleages, interaction between (gender, stage) in other dimentions and total degree of professional identity scale, for interaction between (gender, experience) and interaction between (gender, stage, experience) on all dimensions of professional identity and total degree, interaction between (stage, experience) in other dimensions and total degree, while the main effect of the (gender) was found only on personal dimension in favor of males, (stage) in other dimensions in favor of primary, (experience) in societal and personal dimensional in favor of (less than 15), but in professional passion and total degree in favor of (30 and over), interaction between (gender, stage) in institutional dimention in favor of male secondary, interaction between (stage, experience) in personal and professional passion in favor of primary greater than 30.

the results were interpretated.