Author(s)

Li-Ying Zhang¹, Xin-Qiang Wang²

¹School of Education, Jiangxi Normal University, Nanchang, China.
²School of Psychology, Center for Mental Health Education and Research, Jiangxi Normal University, Nanchang, China.

Objective: To revise and explore the application of the student teacher professional identity scale in pre-service kindergarten teachers (STPIS-PK). Methods: 450 preservice kindergarten teachers were surveyed by the student teacher professional identity scale. Results: 1) The EFA supported that teacher professional identity consisted of four subscales: professional values, professional willingness, professional efficiency and professional volition. Also the CFA confirmed the hypothesized four-factor model (x2 = 133.277, x2/df = 2.777, CFI = 0.939, TLI = 0.901, RMSEA = 0.047). The Criteria-related validity was remarkable; 2) The internal consistency of teacher professional identity scale was 0.801 and the four subscales were from 0.628 to 0.789. For two weeks, the test-retest reliability was from 0.616 to 0.786. Conclusion: In sum, this study generated evidence that the STPIS-PK developed in the study is a psychometrically sound and valid instruments to measure pre-service kindergarten teachers’ professional identity.

The Student Teacher Professional Identity Scale, Pre-Service Kindergarten Teachers, Reliability, Validity

Zhang, L. and Wang, X. (2018) Reliability and Validity of the Student Teacher Professional Identity Scale in Pre-Service Kindergarten Teachers. Open Journal of Social Sciences, 6, 252-260. doi: 10.4236/jss.2018.68021.