Validity and reliability of questionnaire on perceived professional identity among teachers (QIPPE) scores

Published on Dec 1, 2018in Studies in Educational Evaluation1.684
· DOI :10.1016/j.stueduc.2018.09.003
Vanessa Lentillon-Kaestner4
Estimated H-index: 4
Emma Guillet-Descas8
Estimated H-index: 8
(UCBL: Claude Bernard University Lyon 1)
+ 1 AuthorsValérian Cece2
Estimated H-index: 2
(UCBL: Claude Bernard University Lyon 1)
Abstract The purpose of this study was to develop and examine the psychometric properties of a Questionnaire on Perceived Professional Identity among Teachers (QIPPE), including three individual components (i.e., subject matter, didactical and pedagogical expertise) in the definition of teachers’ professional identity. This study involved three steps: the development of a preliminary version; a first study to establish the factorial validity of the QIPPE scores and its reliability; and a second study to test the convergent validity of the QIPPE. Through three samples and based on multiple criteria for assessing model adequacy, the results provided evidence for a 2-factor, 11-item solution of the QIPPE, including one factor related to pedagogical expertise and another related to subject matter – didactical expertise, labelled ‘subject matter expertise’. This questionnaire will be helpful for conducting longitudinal and quantitative research to estimate the reciprocal effects of perceived teachers’ professional identity (TPI) and other related factors.
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