Examining the formation/ construction of the professional identity of primary teachers in terms of some selected variable

The purpose of this research is to examine the formation and construction process of primary teachers' professional identities in terms of some selected variables. In this research, parallel mixed design method, which converges from mixed method designs, has been used. In the research, "Classroom Teachers' Professional Identity Formation/Construction Context Scale" has been used as a quantitative data collection tool and a semi-structured interview form has been used as a qualitative data collection tool. The collected quantitative data and qualitative data have been analyzed separately. Through quantitative analysis the formation and construction of professional identity of the primary teachers have been examined in terms of 7 different variables and it has been found out that data shows a normal distribution. In the result of T-Test and ANOVA it has been found out that Professional identity doesn't differ statistically in the context of each variable.In the result of the qualitative data, common themes have been formed for each variable under the name of " Has an Effect" and "No Effect". Totally 54 codes have been formed depending on the themes. In the result of qualitative and quantitative findings. Interpreatations have been made by making comparison and correlation. The data which has been obtained by making comparison and correlation of 7 variables are as follows: It has been observed that there is no change depending on gender in the formation/construction process of the professional identities of primary teachers and both male and female primary teachers construct their professional identitities in a similiar way. When the professional identity formation/construction process of the primary teachers is examined according to the age variable, it has been constructed that there are both positive and negative effects on their professional identities as they get older. In addition to negative effetcts such as low motivation, burnout and fatigue; it has also been observed possitive efftects such as increase in experience depending on age and change in professional identity. When the effect of martial status variables in the formation/construction process of the professional identities of the primary teachers is examined, it has been concluded that both married and single primary teachers have similiar effects. It has been found out that being married brings order and experience positively whereas it results increase in the level of responsilibility and not allocating time negatively. Depending on educational status variable it has been observed that primary teachers consider it must to have a bachelor's degree in their professional identity and they also experience the necessity of postgraduate education. According to result obtained in terms of professional seniority, as the professional seniority increase their experiences increase in terms of professional identity.When professional identity is considered in the context of professional seniority variables, as the professional seniority of primary teachers increases, it is stated that the increase in experience and self-renewal is effective in their professional identity, while those who argue that professional seniority does not have an effect stated that the formation / construction process of professional identity depends on the person and self-development. As for having a child it has been found out that it has some positive effects such as change of view about children, undrestanding the child emphatic point of view and devotion to child on the other hand it has also negative effects such as increase in the level of responsibility and getting away from education. Considering the effects of variables of the presence of a primary teacher in the family in the formatiıon/construction process of professional identity of the primary teacher , it is seen that the role model is important; It has been determined that if the classroom teacher has a positive identity structure in the family, a positive professional identity construction will be formed in the primary teacher, and if he has a negative identity construction, a negative professional identity structure will be formed. The following suggestions can be made according to the results of the resarch: opportunities can be provided for the primary teachers to engage in encouraging activities that will enable them to perform their professions better as they get older in order to minimize the negative effects of professional identity on age. Ncessary seminars and course activities should be offered in order to keep up with developing technology.regarding the results of the research: In order to minimize the negative effects on age-related professional identity, opportunities can be provided for classroom teachers to engage in encouraging activities that will enable them to perform their profession better as their age increases. Necessary seminars and course activities should be offered so that they can keep up with the developing technology. Thanks to online education can be compensated in order to minimize the negative effects of having a child in terms of getting away from education. In the research it has been concluded that each kind of variable affcets the process of formation/construction of professisonal identity of primary teachers in both positive and negative way and some programmes can be organaized in cooperation with the Ministry Of National Education and the university for the formation of professional identities of primary teachers starting from their undergraduate education.