Teachers` Social Identity Scale: Development, Validation, and Mediation between Power Distance and Organizational Politics

Authors : Didem Çelik Yılmaz, Türkan Argon
Pages : 88-107
Doi:10.25233/ijlel.1691978
View : 95 | Download : 255
Publication Date : 2025-12-31
Article Type : Research Paper
Abstract :This study aimed to develop a valid and reliable measurement tool to determine teachers\\\' perceptions of their social identity and construct a mediation model to measure their perceptions of power distance and organizational politics. The scale development process followed established steps, including a comprehensive literature review, item pool generation, expert review, and pilot testing. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were conducted to assess the validity of the scale, and reliability was determined via Cronbach\\\'s alpha. The EFA results revealed a ten-item single-factor structure, with factor loadings ranging from 0.667 to 0.828. The item‒total correlation coefficients ranged from 0.673 to 0.828, and the difference between the lower and upper 27% of the groups was statistically significant. The CFA confirmed the factor structure obtained from the EFA with excellent fit criteria (X2/df=1.243, RMSEA=0.024). Cronbach\\\'s alpha reliability analysis indicated high internal consistency (α=.906). The Teachers\\\' Social Identity Scale is a valid and reliable instrument for understanding teachers\\\' social relationships and professional performance. Teachers\\\' social identity perceptions partially mediated the relationship between cultural value perceptions and organizational politics, with the bootstrapping process confirming that this indirect effect was statistically significant. The scale contributes to the literature on social identity in educational settings and aids in understanding the psychological structure of educational environments and the behaviors shaping them.
Keywords : Sosyal Kimlik, Öğretmen, Ölçek Geliştirme, Güç Mesafesi, Örgütsel Politika

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