The examination of Turkish early childhood education teachers' professional identity

Doğan Ö., Yatmaz Z. B. E.

EARLY CHILD DEVELOPMENT AND CARE, vol.188, pp.1328-1339, 2018 (SSCI) identifier identifier


The purpose of the study is to examine professional identity of Turkish early childhood education teachers working in public and private preschools serving children from three to six years. The participants of the study, 1021 early childhood education teachers, were gathered through simple random sampling. The data for the study were gathered through A Professional Identity Scale (PRIS) (Kremer, L., & Hofman, J. E. (1985). Teachers' professional identity and burn-out. Research in Education, 34, 89-95.), which is adapted into Turkish through preliminary psychometric investigation of its validity and reliability. Based on correlation analysis, independent samples t-test and analysis of variance gender, age, years of experience in occupation, age group of children, monthly income, educational level and background, job position and marital status of teachers were examined. Findings suggest that teachers' professional identity was affected by such factors as gender, monthly income, educational level and background, job position, current work experience and marital status of teachers.