The investigation of relationships between teachers' perceptions of professional identity, organizational commitment levels and classroom management competencies

In this research, the investigation of relationships between teachers' perceptions of professional identity, organizational commitment levels, and classroom management competencies were analyzed. Perception of Professional Identity Scale (MKAÖ in Turkish) was developed by the researcher. Exploratory mixed design has been applied to this study. Qualitative data include semi-structured interview analysis of 20 teachers selected from different career stages by using the maximum sampling method. The interviews were analyzed according to the thematic coding process as part of the content analysis. The sub-themes formed under five main themes and they were added to item pool. Exploratory factor analysis conducted in twelve steps, the dimensions were formed as perception of educational and instructional interaction, professional role perception, professional status/prestige perception, professional motivation perception and experiential pedagogy perception. Confirmatory factor analysis was applied to 280 teachers selected by cluster sampling method. After this analysis, CMIN / DF = 1.930; GFI, CFI, TLI, TLI> 0.90; RMSEA <0.50 were revealed and this showed that the values of fit indices were achieved. For the convergent validity AVE values ranged from 0.58 to 0.65, for the divergence validity ranged the HTMT rates were under 0.85. These values indicated that the scale satisfied the validity issues. For reliability, Cranach's Alpha, Spearman-Brown; Guttmann two-half reliability coefficients and composite reliability (CR) value were calculated and found to be above 0.7. Finally, five-dimensional and 17-item MKAÖ (in Turkish) was obtained. MKAÖ (An Turkish), Organizational Commitment Scale and Classroom Management Competency Scale were applied to 384 teachers selected by cluster sampling method. For analyzing the relationship, the path analysis was conducted. As a result of study, it was seen that teachers 'perception of professional identity significantly predicted their level of organizational commitment, and teachers' perception of professional identity significantly predicted their classroom management competence level. It was also observed effect of professional identity perception on classroom management competency did not mediate the effect of organizational commitment level and organizational commitment level on classroom management competency. Considering teachers' professional identity, it is important to make contribution formation of school climate which enables teachers work cooperatively and enhances teachers' affective commitment to institution.