The relationship between teachers' professional identity perceptions and 21st century teaching skills (Afyonkarahisar sample)

The purpose of this research is to examine the relationship between teachers' professional identity perceptions and 21st century teaching skills. The study used the survey method from quantitative research methods. The sample of the study consists of 384 teachers working in Afyonkarahisar province in the 2023-2024 academic year and determined by the convenience sampling method. The "Teachers' Professional Identity Perception Scale" developed by Atik (2022) and the "21st Century Teacher Skills Scale" developed by Orhan Göksün (2016) were used as data collection tools in the research. Frequency, percentage, arithmetic mean, standard deviation, Pearson Product Moment Correlation and multiple linear regression analysis were used in the analysis of the data. In the study, it was determined that the perceptions of professional self, professional commitment and job satisfaction among the dimensions of teachers' professional identity perception were at a high level, and the perception of professional motivation was at a very high level. In addition, it was observed that the teachers' 21st century teaching skills were at a high level. It has been determined that there is a significant and high level relationship between teachers' perception of job satisfaction and 21st century teaching skills. It was determined that there was a moderate relationship between professional self-perception and professional commitment and 21st century teaching skills, and a low relationship between professional motivation and 21st century teaching skills. It was observed that the perception of professional identity differed significantly in all dimensions in favor of teachers who attended in-service training according to the variable of participation in in-service training. Professional self-perception shows a significant difference in favor of male teachers in terms of gender variable, in favor of teachers with postgraduate education in terms of education status variable, and in favor of teachers working at the center in terms of place of duty variable. It has been determined that 21st century teaching skills differ significantly in favor of teachers who participated in in-service training. It has been determined that teachers' professional self-perception, professional commitment, professional motivation and job satisfaction perceptions significantly predict 21st century teaching skills, and job satisfaction perception is the most important variable predicting 21st century teaching skills.