Constructing a Validated Measure of Science Teacher Professional Identity for the Nigerian Secondary School Context

This study developed and validated a comprehensive measure of Science Teacher Professional Identity specifically designed for the Nigerian secondary school context. Existing professional identity instruments are derived from Western educational environments and lack the contextual validity required for reliable measurement within Nigerian cultural, institutional, and professional realities. A four-phase instrument development process was used. Phase one involved an extensive literature review and conceptual mapping of professional identity constructs. Phase two comprised qualitative data collection through 30 in-depth interviews with Science teachers across Oyo, Kaduna, and Rivers States. Phase three produced an initial 65-item pool reviewed by a 12-member expert panel. Phase four involved pilot testing with 200 teachers and full validation with a separate sample of 600 Science teachers from all six geopolitical zones. Exploratory and Confirmatory Factor Analysis identified a robust five-factor structure: disciplinary passion, institutional belonging, professional recognition, relational pedagogy, and contextual resilience. The resulting 38-item Nigerian Science Teacher Professional Identity Scale represents an original psychometric contribution to the science education literature. It is recommended for adoption in teacher development evaluation, career research, and professional policy assessment. Keywords: professional identity, instrument development, Science teachers, Nigeria, scale validation.