Indicators for the measurement of teachers’ professional identity across Asia and Africa: a Delphi study
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Date
2021Author
Mohd, Ali Samsudin
Melanie, Carmen Moen
Pham, Thi Thanh Hai
Belay, Hagos Hailu
Arif, Hidayat
Yoko, Ishida
Tatsuya, Kusakabe
Hiroaki, Ozawa
Nor, Asniza Ishak
Shaik, Abdul Malik Bin Mohamed Ismail
Toyin, Eunice Owoyemi
William, AL Anangisye
Nkanileka, Loti Mgonda
Joyce, Ayikoru Asiimwe
Charles, Kyasanku
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Show full item recordAbstract
The comprehensiveness of teacher professional identity (TPI) studies conducted by African and Asian
researchers highlights the importance of valid TPI indicators across Africa and Asia. Questionnaire TPI
indicators are important to obtain valid direct comparisons between teachers in Africa and Asia. The
process of developing a questionnaire served as an avenue for researchers from Asian and African regions
to learn about TPI pointers from each other. This study used the Delphi technique to achieve consensus on
valid TPI indicators across African and Asian regions. Fourteen researchers from the Asia-Africa University
Dialogue Network for Educational Development (AAD) were selected using purposive sampling. TPI in
this study is defined as a multifaceted concept comprising contextual and personal factors that differ across
national borders. The indicators in the questionnaire represented personal, social and institutional factors
perceived by teachers and outlined in the literature. In the Delphi study process, the researchers used
three rounds to validate the initial 40-item TPI questionnaire. Subsequent analysis of the results indicated
high importance and consensus among experts. Owing to its standardized procedure, the TPI questionnaire
makes it possible to collect and compare the TPI dimensions from the different socio-economic contexts
in which teachers work in Africa and Asia. The findings of this study guide African and Asian researchers
on the common understanding of TPI characteristics prevalent across African and Asian regions. Research
protocols for fostering quality research toward addressing challenges faced by the teacher education sector
in African and Asian countries is also implied.
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