The Role of Pre-Service Education and School Climate on Teacher Identity: Evidence From a Developing Country
| dc.authorscopusid | 60001082200 | |
| dc.authorscopusid | 55343644500 | |
| dc.contributor.author | Aydın, F. | |
| dc.contributor.author | Aslan, M. | |
| dc.date.accessioned | 2025-07-30T16:33:30Z | |
| dc.date.available | 2025-07-30T16:33:30Z | |
| dc.date.issued | 2025 | |
| dc.department | T.C. Van Yüzüncü Yıl Üniversitesi | en_US |
| dc.department-temp | [Aydın F.] Batman University, Turkey; [Aslan M.] Van Yüzüncü Yıl University, Turkey | en_US |
| dc.description.abstract | Teacher identity is shaped through an ongoing, dynamic process that integrates personal and professional dimensions over time and within specific contexts. In this context, teacher education and school climate can be regarded as two key factors influencing the development of teacher identity. This study aimed to investigate the effects of pre-service education and school climate on the formation of teacher identity. Data were collected from 875 teachers working in Türkiye, a developing country. The research employed three measurement tools: the Teacher Identity Scale, the Teacher Perceptions Scale for Competency of Pre-Service Education and the School Climate Scale. Structural equation modeling (SEM) and Pearson product-moment correlation coefficient (PPMCC) analyses were conducted to examine the data. The findings revealed that both pre-service education and school climate play a significant role in shaping teacher identity and are meaningful predictors of it. Additionally, a moderate and positive correlation was found between teachers’ perceptions of pre-service education, school climate and their sense of teacher identity. © 2025 Elsevier Ltd | en_US |
| dc.identifier.doi | 10.1016/j.evalprogplan.2025.102649 | |
| dc.identifier.issn | 0149-7189 | |
| dc.identifier.scopus | 2-s2.0-105010958399 | |
| dc.identifier.scopusquality | Q3 | |
| dc.identifier.uri | https://doi.org/10.1016/j.evalprogplan.2025.102649 | |
| dc.identifier.uri | https://hdl.handle.net/20.500.14720/28129 | |
| dc.identifier.volume | 112 | en_US |
| dc.identifier.wosquality | Q3 | |
| dc.language.iso | en | en_US |
| dc.publisher | Elsevier Ltd | en_US |
| dc.relation.ispartof | Evaluation and Program Planning | en_US |
| dc.relation.publicationcategory | Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı | en_US |
| dc.rights | info:eu-repo/semantics/closedAccess | en_US |
| dc.subject | Pre-Service Teacher Education | en_US |
| dc.subject | School Climate | en_US |
| dc.subject | Teacher Identity | en_US |
| dc.title | The Role of Pre-Service Education and School Climate on Teacher Identity: Evidence From a Developing Country | en_US |
| dc.type | Article | en_US |