Exploring the structural relationships among teachers' vocational identity, autonomous behaviors and self-efficacy

The purpose of this study was to examine the structural relationships between teachers' perceptions of vocational identity, self-efficacy beliefs, and autonomy. The research was conducted using a correlational survey model, and the participants consisted of 408 teachers working in public and private schools affiliated with the Ministry of National Education during the 2023–2024 academic year. To collect data on the variables included in the study, the "Teacher Self-Efficacy Scale," the "Teacher Autonomous Behavior Scale," and the "Vocational Identity Scale" were used. Descriptive statistics such as frequency, percentage, minimum-maximum values, mean, standard deviation, skewness, and kurtosis were calculated during the data analysis. To examine the structural relationships among the variables, structural equation modeling was employed.The analysis revealed that the autonomy provided to teachers had a positive impact on their perceptions of self-efficacy and vocational identity. Additionally, the self-efficacy variable significantly predicted teachers' vocational identity in a positively. Furthermore, teacher self-efficacy played a mediating role in the relationship between autonomy and vocational identity. The findings were found to be consistent with the relevant literature. Based on the results, several implications were discussed for practitioners, school administrators, policymakers, and future research, particularly emphasizing the importance of providing teachers with autonomy and considering these variables in professional development processes.