scholarly journals The Development of Indonesian Accounting Teacher Professional Identity Measurement: An Exploratory Factor Analysis

2022 ◽  
Vol 11 (1) ◽  
pp. 33-49
Author(s):  
Muhammad Fahmi ◽  
Sharul Effendy ◽  
Mahaliza Mansor ◽  
Djalal Fuadi ◽  
Harsono Harsono ◽  
...  
Keyword(s):  
Factor Analysis ◽  
Professional Identity ◽  
Exploratory Factor Analysis ◽  
Cultural Knowledge ◽  
Face Validity ◽  
Central Java ◽  
New Findings ◽  
Teacher Professional Identity ◽  
Teacher Professional ◽  
Two Stages

<p style="text-align: justify;">Measuring accounting teachers’ professional identity is significant to do as an alternative to measure the professionalism of accounting teachers in Indonesia based on their professional identity. This research was conducted in two stages of exploratory factor analysis involving 150 accounting teachers as sample in each stage. The data were collected in collaboration with an accounting teacher organization, comprising the Accounting Subject Teacher Deliberation (MGMP) in Central Java through a questionnaire. Data analysis was divided into several steps including face validity and content validity, inter-item correlation matrix, and exploratory factor analysis. The results showed that 23 question items encompassed five components of accounting teacher professional identity; Cultural Knowledge (pedagogical cultural identity), Blending (accommodating students' purposes for school in the learning objectives), Identity Experiencing (by the experience of working life in the past, present, and individual expectations in the future in accounting work setting), Inter-Personal Skill, and Active in Professional Communities. The scale development requires continuous development tailing various new findings in the teacher professional identity and accountant professional identity.</p>

scholarly journals A NARRATIVE INQUIRY ON HOW TEACHER PROFESSIONAL IDENTITY INFLUENCES TEACHER’S SCHOOL TYPE PREFERENCE

2019 ◽  
Vol 9 (2) ◽  
pp. 95
Author(s):  
Maria Dewi Rosari
Keyword(s):  
Job Satisfaction ◽  
Professional Identity ◽  
Self Efficacy ◽  
Occupational Commitment ◽  
School Type ◽  
School Teachers ◽  
Teacher Professional Identity ◽  
Teacher Professional ◽  
Depth Interviews ◽  
Formal School

Some Indonesian English teachers prefer teaching in formal schools while some others favor non-formal schools more. This preference can be analyzed from the lense of teacher professional identity. In this study, the researcher tried to find out how teacher professional identity influences the school type teachers favor more. By conducting in-depth interviews to two non-formal school teachers from different regions in Indonesia, the researchers found out that job satisfaction, self-efficacy, occupational commitment, and occupational motivation are the factors influencing the participants’ professional identity the most. Job satisfaction could be seen, for example, in witnessing students’ progress more thoroughly; self-efficacy in being able to monitor their teaching performance; occupational commitment in teacher trainings provided by non-formal schools to build their career up; and occupational motivation in receiving manageable challenges from non-formal schools that trigger eagerness from the participants to work. Those findings could function as a reference for both formal and non-formal school stake holders in making sure that their schools could accommodate their teachers’ need in constructing their professional identity as it could influence teachers’ performance a lot.

Development and Exploratory Factor Analysis of the Interventionist Multitiered Systems of Support Multicultural Competence Scale

2021 ◽  
Vol 25 (1) ◽  
pp. 2156759X2110504
Author(s):  
Mary Edwin ◽  
Michael W. Bahr
Keyword(s):  
Factor Analysis ◽  
School Counselors ◽  
Exploratory Factor Analysis ◽  
Multicultural Competence ◽  
Cultural Awareness ◽  
Culturally Responsive ◽  
Cultural Knowledge ◽  
Competence Scale ◽  
Cultural Skills ◽  
Systems Of Support

This article describes the development of a measure of interventionists' competence in implementing culturally responsive multitiered systems of support (MTSS) practices. We ran an exploratory factor analysis (EFA) on a 30-question survey that measured the multicultural competence of 651 school counselors and psychologists in MTSS implementation. The EFA indicated a five-factor structure of the Interventionist MTSS Multicultural Competence Scale (IMMCS): (a) Cultural Knowledge, (b) Cultural Awareness, (c) Cultural Skills, (d) Cultural Appreciation, and (e) Respect for Cultural Differences.

Teacher professional identity development through digital stories

2021 ◽  
Vol 162 ◽  
pp. 104040
Author(s):  
Deoksoon Kim ◽  
Yinru Long ◽  
Yi Zhao ◽  
Shuyue Zhou ◽  
Jeremy Alexander
Keyword(s):  
Identity Development ◽  
Professional Identity ◽  
Professional Identity Development ◽  
Digital Stories ◽  
Teacher Professional Identity ◽  
Teacher Professional

scholarly journals Development and validation of the Occupational Back Pain Prevention Behaviors Questionnaire in nursing personnel

2019 ◽  
Author(s):  
Seyedeh Somayeh Kazemi ◽  
Sedigheh-Sadat Tavafian ◽  
Alireza Hidarnia ◽  
Ali Montazeri
Keyword(s):  
Factor Analysis ◽  
Back Pain ◽  
Correlation Coefficient ◽  
Exploratory Factor Analysis ◽  
Intraclass Correlation Coefficient ◽  
Intraclass Correlation ◽  
Face Validity ◽  
Cronbach’S Alpha ◽  
Cross Sectional ◽  
Cronbach's Alpha

Abstract Background: Occupational back pain is the most prevalent health problem among nurses and needs to be assessed by a valid and multi-factorial questionnaire. The purpose of the present study was to design and develop an instrument based on the PRECEDE-PROCEED model for assessing job-related behaviors that cause low back pain. Methods: First an item pool of 49 items was generated. Then, content and face validity was carried out. Consequently, a cross-sectional study was conducted in Mazandaran, Iran. The questionnaire was distributed among a sample of nurses working in hospitals affiliated to Mazandaran University of Medical Sciences. Exploratory factor analysis was used to determine the factor structure of the questionnaire. The Cronbach’s alpha was estimated to assess the reliability and the intraclass correlation coefficient was calculated to examine stability. Results: In all 155 nurses participated in the study. The mean age of respondents was 34.1 (SD = 7.66) years, and 83.2% were female. Six factors with 30 items emerged from the exploratory factor analysis: knowledge, attitude, self-efficacy, reinforcing factors, enabling factors and behavior that jointly accounted for %66.5 of behavior change variance observed. The Cronbach’s alpha coefficient showed excellent internal consistency (alpha=0.92). The intraclass correlation coefficient with 2-weeks interval also indicated that the questionnaire has satisfactory stability (ICC = 0.97). Conclusions: The findings showed that the Occupational Back Pain Prevention Behavior Questionnaire is a reliable and valid instrument for measuring occupational back pain and prevention behaviors among nurses. Keywords: Occupational Back Pain, Prevention behaviors, Psychometric evaluation, PRECEDE-PROCEED model, Nurse

scholarly journals Social Behavior of Schoolteachers of Latvia and Russia in the Structure of Teacher Professional Identity

2018 ◽  
Vol 15 (2) ◽  
pp. 43-54
Author(s):  
Jelena Jermolajeva ◽  
Tatiana Bogdanova ◽  
Svetlana Silchenkova
Keyword(s):  
Social Behavior ◽  
Professional Identity ◽  
Social Life ◽  
School Teacher ◽  
International Study ◽  
High Dispersion ◽  
Active Involvement ◽  
Depth Study ◽  
Teacher Professional Identity ◽  
Teacher Professional

Abstract The article presents the results of the international study of the professional identity of schoolteachers of Russia and Latvia. In the study, the six component model of the content of the teacher professional identity (TPI) is used. According to this model, in 2017, the questionnaire “School Teacher Professional Identity” was created and international survey organized, in which 437 schoolteachers from Latvia and the Smolensk region of Russia participated. The aim of this article is to analyze the data of the two national samples for the 6th component of TPI: “Professionally Determined Social Behavior”. This behavior is not connected with the implementation of direct professional duties, but corresponds to the philosophy of the profession: taking up the mission of educating community, active involvement in social life, participation in formulation and solution of social problems having pedagogical aspects and unselfish professional help to those who need it. To process the data, statistical methods were used. On the whole, items of the component received relatively high scores in both national samples. Certain differences in the data of Latvian and Russian teachers as well as urban and rural subgroups of both countries are observed. High dispersion of data shown in this component indicates that the professionally determined social behavior is the most acute and controversial aspect of TPI; therefore, the elaboration of optimal ways and tools to strengthen TPI should be based on an in-depth study of social behavior of schoolteachers.

scholarly journals Professional Identity Tensions and Coping Strategies of EFL Pre-Service Teachers

2019 ◽  
Vol 5 (1) ◽  
pp. 26
Author(s):  
Yohanes Maria Restu Dian Raharjo ◽  
Yuseva Ariyani Iswandari
Keyword(s):  
Professional Identity ◽  
Coping Strategies ◽  
Teaching Practice ◽  
Survey Design ◽  
Teacher Preparation Program ◽  
Preservice Teaching ◽  
Teacher Professional Identity ◽  
Teacher Professional ◽  
Social Views ◽  
And Coping

Professional identity of English teachers is an important process in which teachers view themselves as a professional based on social views about “good teacher”, studentteacher relationship, and self-view as a professional teacher. Teacher preparation program such as Micro Teaching (MT) and Program Pengalaman Lapangan or PreService Teaching Practice (PTP) influences this process by providing support and opportunities in creating a strong professional identity since they are still in a preservice phase. The different nature between MT (situated) and PTP (concrete) can be challenging to the pre-service teachers (PSTs), especially during the PTP. These challenges are called professional identity tensions and they involve PSTs (as a person and professional) and undesirable situation. This study aimed to identify the professional identity tensions faced by EFL PSTs during their PTP and how they coped up with the tensions. The study employed a qualitative survey design. The results identified six professional identity tensions and two coping strategies from the story of seven EFL PSTs. Those PSTs was indicated either to feel tension or to have experiences that might lead them to tension. Keywords: EFL pre-service teacher; professional identity tension; coping strategy

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