In this study, a new conceptual model of Science Teacher Identity (STI) was proposed and examined. The construct dimensions of science teacher identity were conceptualized; a newly developed instrument to measure the level of science teacher identity was tested for validity and reliability; and preliminary evidence in support of the STI model was gathered.
For this study, a 48-item questionnaire was developed in Likert format to measure the nine postulated dimensions of the proposed STI model: science teachers' personal learning experience, having knowledge and skills, community practice, science teaching practice, degree of success, social respect, belief and value in science teaching, intrinsic satisfaction, and representation. To validate the construct validity of nine dimensions, the model of STI was quantitatively and qualitatively examined using a sample of 17 preservice science teachers who were completing a graduate level science teacher preparation program. Techniques used included administration of a questionnaire, interviews, and document analysis. To examine the underlying structural formation of the STI model, subscale score reliabilities and correlations of each dimension of the STI model to a variety of variables were analyzed using survey data from an instrument administered to 414 experienced science teachers.
Results provided empirical evidence that the construct of science teacher identity can be explicitly modeled and reliably measured. Also, preliminary findings supported the construct validity of the STI model, with several hypothesized correlations implied by the model being documented, and the change in level of STI expected to be associated with professional development experiences being observed.