Construction and validation of the content of a tool for the analysis of the relationship between political identity and professional identity teaching in Spanish teachers

Abstract

The construction of the teaching professional identity (TPI) has been studied from various approaches: psychological, sociocultural, political, and a more technical perspective (didactics, pedagogy, and subject matter expertise). Although the political dimension is recognized as one of the factors contributing to the construction of TPI, there is a lack of a political framework to analyze it within its historical, cultural, and political context. The aim of this study is the construction and content validity of a questionnaire for analyzing TPI, from both a technical and political perspective, and its relationship with the general political identity (PI) in the Spanish sociocultural and political context. The construction of the questionnaire was carried out in three phases: 1) generation of items based on existing literature on TPI, reviewing electoral programs of political parties, and analyzing interactions between teachers on the social network X by the research team; 2) Delphi technique with seven experts in two rounds to select, improve wording, eliminate and add items, as well as classify them into two categories: conservative/progressive; 3) seventeen cognitive interviews were conducted to assess the understanding of the items, the difficulty and duration of the test, and the possible inclusion of aspects not considered in the initial questionnaire. The result was a questionnaire with 10 items that collect demographic data, and 40 items classified into two political categories that will allow for an approach to the analysis of TPI in relation to PI.