Professional identity of in-service teacher trainees: Exploring and validating a measurement scale in the Ethiopian context

Teacher professional identity (TPI) is pivotal to educational improvement because it shapes teachers' beliefs, competencies, and professional engagement. Despite its importance, culturally validated TPI measurement tools remain scarce in Ethiopia. This study developed and validated a psychometrically robust TPI scale for in-service teacher trainees in Northwestern Ethiopia. Using a correlational research design, the study conducted exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) with 210 participants from elementary and secondary schools. The resulting four-factor model–teaching beliefs, professional socialization, career progression, and professional competence–demonstrated strong reliability (Cronbach's α = .80–.93) and validity (composite reliability >.80; AVE >.50). Teaching beliefs emerged as the most salient TPI component, highlighting the role of cultural context in identity formation. These findings advocate for context-specific educational strategies and contribute to global TPI research by addressing a gap in African contexts.