English teachers’ professional identity incorporated with perceived anxiety in the context of flipped teaching: Scale development and model extension

Abstract Research examining teachers’ professional identity in the online context has recently increased; however, there have been few attempts (if any) to design a scale to assess foreign language teachers’ professional identity integrated with technology use in the flipped context. There have also been no extensions to the professional teacher identity model for flipped language teaching incorporated with psycho‐emotional factors. The current study first developed and validated an instrument for English teachers’ professional identity of technology integration in the flipped context (ETITF) to fill in the research gap that the majority of existing instruments for teachers’ professional identity have not considered the characteristics of technology integration in the flipped teaching environment in the subject area of English. Additionally, this present research also attempted to extend the professional teacher identity model by investigating the influence of the psycho‐emotional factor, namely, perceived anxiety of flipped teaching on professional teacher identity coped with technology in the flipped context by English teachers. Grounded by the identity theory and technology acceptance model, 233 in‐service English teachers from mainland China served to explore the constructs of the ETITF and the model extension with perceived anxiety. Results of exploratory factor analysis, first‐order, and second‐order confirmatory factor analysis supported a three‐dimension scale with 15 items: task perception (TP), motivation (M), and teacher self‐efficacy (SE). The results of the study revealed that the ETITF is valid and reliable that could be used by researchers, educators, and education institutions to gain a greater understanding of English language teachers’ professional development and can serve as a tool to support the procedures of developing teacher identity integrated with technology in the flipped context with specific items related to English teaching. The results of structural equation modeling indicated that task perception significantly predict English teachers’ motivation, while motivation showed positive influence on in‐service teachers’ self‐efficacy. This developed tool of ETITF and the extended professional identity with technology incorporation model may contribute to the development of flipped language teaching, which may provide implications for English educators and researchers to facilitate teachers’ effective technology integration in flipped English teaching.