The aim of this study is to develop a scale to reveal secondary school teachers’ perception of professional identity. Scale development process consists of both qualitative and quantitative data collection. For the qualitatitve data collection, semi-structured interviews were conducted with 20 secondary school teachers who works in different schools in different districts of Istanbul. Each interview was coded according to theoritical and conceptcual framework which was predetermined as five categories. After sub categorical expression were transformed to items, an item pool of 43 items was constructed. As a result of the expert examination, validity (content, structure, convergent and divergent validity) and reliability (Cronbach Alpha, Spearman-Brown, Gutman split-half reliability coefficient, composite reliability value) studies, teachers’perception of professional identity scale was developed having as 17 items in five dimensions. These dimensions are professional role, educational and instructional interaction, professional status / prestige, professional motivation and experiential pedagogy.
Professional Identity, activity theory, professional role, educational and instructional interaction, professional status / prestige, professional motivation and experiential pedagogy.