Skip to main content
SpringerLink
Log in

Development of a teacher of mathematics identity (ToMI) scale

  • Original Article
  • Published:
Mathematics Education Research Journal Aims and scope Submit manuscript

Abstract

A measure of teacher identity specific to teachers of mathematics was developed and assessed, the teacher of mathematics identity (ToMI) scale. A sample of teachers was recruited from a state-based mathematics association to complete an online survey including items based on the theories of Mead, Erikson, and Wenger. The subscales of belonging to a mathematics community, self-efficacy as a teacher of mathematics, and enthusiasm to be a teacher of mathematics were derived using exploratory factor analysis (n = 301) and then confirmed with confirmatory factor analysis (n = 311) with randomly allocated independent subsamples. These subscales were related and, when combined to form a single factor, explained a substantial proportion of the variance in the data, suggesting that the ToMI scale can be used as three separate subscales or combined to form a single overarching construct. Overall, ToMI and subscale scores were used in the validation process. Tests of validity were run in the two randomly allocated subsamples independently, allowing for replication of findings. As predicted based on the literature, the ToMI scale and subscales were related to the number of years teaching mathematics, the size of teacher of mathematics network accessed by teachers, and participation in mathematics-specific self-directed professional learning and wellbeing while teaching mathematics. These results reveal this initial iteration of the ToMI scale as valid concerning the underlying teacher identity theory, providing an important research avenue to pursue our understanding and development of effective teachers of mathematics.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3

Similar content being viewed by others

Availability of data and material

Deidentified raw data is available by request from the corresponding author.

Code availability

IBM SPSS Statistics (Version 26) and IBM SPSS Amos (Version 26) were used for analyses.

References

  • Allen, N. J., & Meyer, J. P. (1990). The measurement and antecedents of affective, continuance and normative commitment to the organization. Journal of Occupational Psychology, 63(1), 1–18.

    Article  Google Scholar 

  • Alsup, J. (2006). Teacher identity discourses: Negotiating personal and professional spaces. Lawrence Erlbaum.

    Book  Google Scholar 

  • Anderson, S. F., & Maxwell, S. E. (2017). Addressing the “replication crisis”: Using original studies to design replication studies with appropriate statistical power. Multivariate Behavioral Research, 52(3), 305–324.

    Article  Google Scholar 

  • Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175–189.

    Article  Google Scholar 

  • Beijaard, D. (2009). Leraar worden en leraar blijven: Over de rol van identiteit in professioneel leren van beginnende docenten. [Becoming a teacher and staying a teacher: On the role of identity in professional development of beginning teachers]. Eindhoven, the Netherlands: Eindhoven University.

  • Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107–128.

    Article  Google Scholar 

  • Bennison, A. (2015). Developing an analytic lens for investigating identity as an embedder-of-numeracy. Mathematics Education Research Journal, 27(1), 1–19.

    Article  Google Scholar 

  • Bjuland, R., Cestari, M. L., & Borgersen, H. E. (2012). Professional mathematics teacher identity: Analysis of reflective narratives from discourses and activities. Journal of Mathematics Teacher Education, 15(5), 405-424. https://doi.org/10.1007/s10857-012-9216-1

  • Burman, L. E., Reed, W. R., & Alm, J. (2010). A call for replication studies. Public Finance Review, 38(6), 787–793.

    Article  Google Scholar 

  • Cai, J., Morris, A., Hohensee, C., Hwang, S., Robison, V., & Hiebert, J. (2018). The role of replication studies in educational research. Journal for Research in Mathematics Education, 49(1), 2–8.

    Article  Google Scholar 

  • Carmichael, C., Callingham, R., & Watt, H. M. (2017). Classroom motivational environment influences on emotional and cognitive dimensions of student interest in mathematics. ZDM, 49(3), 449–460.

    Article  Google Scholar 

  • Canrinus, E. T., Helms-Lorenz, M., Beijaard, D., Buitink, J., & Hofman, A. (2012). Self-efficacy, job satisfaction, motivation and commitment: Exploring the relationships between indicators of teachers’ professional identity. European Journal of Psychology of Education, 27(1), 115–132.

    Article  Google Scholar 

  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.

    Google Scholar 

  • Cribbs, J., Hazari, Z., Sonnert, G., & Sadler, P. M. (2020). College students’ mathematics-related career intentions and high school mathematics pedagogy through the lens of identity. Mathematics Education Research Journal. https://doi.org/10.1007/s13394-020-00319-w

    Article  Google Scholar 

  • Darragh, L. (2016). Identity research in mathematics education. Educational Studies in Mathematics, 93(1), 19–33.

    Article  Google Scholar 

  • Erikson, E. H. (1968). Identity: Youth and crisis. WW Norton & company.

    Google Scholar 

  • Frenzel, A. C., Goetz, T., Lüdtke, O., Pekrun, R., & Sutton, R. E. (2009). Emotional transmission in the classroom: Exploring the relationship between teacher and student enjoyment. Journal of Educational Psychology, 101(3), 705.

    Article  Google Scholar 

  • Friedman, I. A., & Kass, E. (2002). Teacher self-efficacy: A classroom-organization conceptualization. Teaching and teacher education, 18(6), 675-686. https://doi.org/10.1016/S0742-051X(02)00027-6

  • Good, C., Rattan, A., & Dweck, C. S. (2012). Why do women opt out? Sense of belonging and women’s representation in mathematics. Journal of Personality and Social Psychology, 102(4), 700.

    Article  Google Scholar 

  • Graven, M., & Heyd-Metzuyanim, E. (2019). Mathematics identity research: The state of the art and future directions. ZDM, 51(3), 1–17.

    Article  Google Scholar 

  • Hanna, F., Oostdam, R., Severiens, S. E., Zijlstra, B. J. (2020). Assessing the professional identity of primary student teachers: Design and validation of the Teacher Identity Measurement Scale Studies in Educational Evaluation 64. https://doi.org/10.1016/j.stueduc.2019.100822

  • Hanna, F., Oostdam, R., Severiens, S. E., & Zijlstra, B. J. (2019). Domains of teacher identity: A review of quantitative measurement instruments. Educational Research Review, 27, 15–27.

    Article  Google Scholar 

  • Heyd-Metzuyanim, E., Lutovac, S., & Kaasila, R. (2016). Identity. In M. S. Hannula, G. A. Goldin, E. Heyd-Metzuyanim, A. Jansen, R. Kassila, S. Lutovac, P. Di Martino, F. Morselli, J. A. Middleton, M. Pantziara, & Q. Zhang (Eds.), Attitudes, beliefs, motivation, and identity in mathematics education: An overview of the field and future directions (pp. 14–17). Springer Open.

    Google Scholar 

  • Hobbs, L. (2013). Teaching ‘out-of-field’ as a boundary-crossing event: Factors shaping teacher identity. International Journal of Science and Mathematics Education, 11(2), 271–297.

    Article  Google Scholar 

  • Hong, J., Francis, D. C., & Schutz, P. A. (2018). Research on teacher identity: Common themes, implications, and future directions. In Paul A. Schutz, Ji Hong, Dionne Cross Francis (Eds.) Research on Teacher Identity (pp. 243-251). Springer, Cham.

  • Ingersoll, R. M., Merrill, E., Stuckey, D., & Collins, G. (2018). Seven trends: The transformation of the teaching force–updated October 2018. CPRE Research Reports. https://repository.upenn.edu/cpre_researchreports/108/

  • Izadinia, M. (2013). A review of research on student teachers’ professional identity. British Educational Research Journal, 39(4), 694–713.

    Article  Google Scholar 

  • Kline, R. B. (2016). Principles and practice of structural equation modeling (4th Ed.). Guilford publications.

  • Korthagen, F. A. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and teacher education, 20(1), 77-97. https://doi.org/10.1016/j.tate.2003.10.002

  • Kunter, M., Tsai, Y. M., Klusmann, U., Brunner, M., Krauss, S., & Baumert, J. (2008). Students’ and mathematics teachers’ perceptions of teacher enthusiasm and instruction. Learning and Instruction, 18(5), 468–482.

    Article  Google Scholar 

  • Li, B. (2016). A Three-Wave Validation of A Tool Measuring Teacher Identity. International Journal Of Research In Education Methodology, 7(4), 1313-1322.

  • Liou, Y. H., Daly, A. J., Canrinus, E. T., Forbes, C. A., Moolenaar, N. M., Cornelissen, F., ... & Hsiao, J. (2017). Mapping the social side of pre-service teachers: connecting closeness, trust, and efficacy with performance. Teachers and Teaching, 23(6), 635-657. https://doi.org/10.1080/13540602.2016.1218329

  • Lutovac, S., & Kaasila, R. (2018). Future directions in research on mathematics-related teacher identity. International Journal of Science and Mathematics Education, 16(4), 759–776.

    Article  Google Scholar 

  • Mead, G. H. (1934). Mind, self and society (Vol. 111). University of Chicago Press.

    Google Scholar 

  • Meyer, J. P., Allen, N. J., & Smith, C. A. (1993). Commitment to organizations and occupations: Extension and test of a three-component conceptualization. Journal of Applied Psychology, 78(4), 538.

    Article  Google Scholar 

  • Milfont, T. L., Denny, S., Ameratunga, S., Robinson, E., & Merry, S. (2008). Burnout and wellbeing: Testing the Copenhagen burnout inventory in New Zealand teachers. Social Indicators Research, 89(1), 169–177.

    Article  Google Scholar 

  • Miller, J. (2009). Teacher identity. In A. Burns and J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 172–181). Cambridge University Press.

  • OECD (2019). PISA 2018 Results (Volume I): What students know and can do. Organisation for Economic Co-operation and Development Publishing.

  • Olsen, B. (2008). Teaching what they learn, learning what they live. Paradigm Publishers.

    Google Scholar 

  • Radovic, D., Black, L., Williams, J., & Salas, C. E. (2018). Towards conceptual coherence in the research on mathematics learner identity: A systematic review of the literature. Educational Studies in Mathematics, 99(1), 21–42.

    Article  Google Scholar 

  • Rodgers, C. R., & Scott, K. H. (2008). The development of the personal self and professional identity in learning to teach. In M. Cochran-Smith, S. Feiman-Nemser, & D. J. McIntyre (Eds.), Handbook of research on teacher education: Enduring questions in changing contexts (pp. 732–755). Routledge/Taylor & Francis Group.

    Google Scholar 

  • Rothman, K. J. (1990). No adjustments are needed for multiple comparisons. Epidemiology, 1, 43–46.

    Article  Google Scholar 

  • Sachs, J. (2005). Teacher education and the development of professional identity: Learning to be a teacher. In P. Denicolo & M. Kompf (Eds.), Connecting policy and practice: Challenges for teaching and learning in schools and universities (pp. 5–21). Routledge.

    Chapter  Google Scholar 

  • Schleicher, A. (2018). PISA 2018: Insights and Interpretations. OECD: Paris. https://www.oecd.org/pisa/PISA%202018%20Insights%20and%20Interpretations%20FINAL%20PDF.pdf

  • Sfard, A., & Prusak, A. (2005). Telling identities: In search of an analytic tool for investigating learning as a culturally shaped activity. Educational Researcher, 34(4), 14–22.

    Article  Google Scholar 

  • Smith, N. C. (1970). Replication studies: A neglected aspect of psychological research. American Psychologist, 25(10), 970–975.

    Article  Google Scholar 

  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics. Pearson.

    Google Scholar 

  • Topp, C. W., Østergaard, S. D., Søndergaard, S., & Bech, P. (2015). The WHO-5 Well-Being Index: a systematic review of the literature. Psychotherapy and psychosomatics, 84(3), 167-176. https://doi.org/10.1159/000376585

  • Tukey, J. W. (1977). Exploratory data analysis. Addison-Wesley.

    Google Scholar 

  • Turner, K., & Thielking, M. (2019). Teacher wellbeing: Its effects on teaching practice and student learning. Issues in Educational Research, 29(3), 938–960.

    Google Scholar 

  • van Lankveld, T., Schoonenboom, J., Volman, M., Croiset, G., & Beishuizen, J. (2017). Developing a teacher identity in the university context: A systematic review of the literature. Higher Education Research & Development, 36(2), 325–342.

    Article  Google Scholar 

  • van Zoest, L. R., & Bohl, J. V. (2005). Mathematics teacher identity: A framework for understanding secondary school mathematics teachers’ learning through practice. Teacher Development, 9(3), 315–345.

    Article  Google Scholar 

  • Varghese, M., Morgan, B., Johnston, B., & Johnson, K. (2005). Theorizing language teacher identity: Three perspectives and beyond. Journal of Language, Identity, and Education, 4(1), 21–44.

    Article  Google Scholar 

  • Weldon, P. (2018). Early career teacher attrition in Australia: Evidence, definition, classification and measurement. Australian Journal of Education, 62(1), 61–78.

    Article  Google Scholar 

  • Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.

    Book  Google Scholar 

  • Zembylas, M. (2013). Critical pedagogy and emotion: Working through ‘troubled knowledge’ in posttraumatic contexts. Critical Studies in Education, 54(2), 176–189.

    Article  Google Scholar 

Download references

Funding

The overall project of which this report is part of was funded by the Mathematical Association of New South Wales Incorporated (MANSWs).

Author information

Authors and Affiliations

  1. School of Education, Southern Cross University, Coffs Harbour, Australia

    Royce Willis & David Ellis

  2. School of Education, Southern Cross University, Gold Coast, Australia

    David Lynch, Lewes Peddell, Christos Markopoulos & Sarah James

  3. School of Education, Southern Cross University, Lismore, Australia

    Tony Yeigh & Geoff Woolcott

  4. School of Business and Tourism, Southern Cross University, Gold Coast, Australia

    Vinh Bui

  5. School of Business and Tourism, Southern Cross University, Lismore, Australia

    Wendy Boyd

Authors
  1. Royce Willis
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. David Lynch
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Lewes Peddell
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Tony Yeigh
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Geoff Woolcott
    View author publications

    You can also search for this author in PubMed Google Scholar

  6. Vinh Bui
    View author publications

    You can also search for this author in PubMed Google Scholar

  7. Wendy Boyd
    View author publications

    You can also search for this author in PubMed Google Scholar

  8. David Ellis
    View author publications

    You can also search for this author in PubMed Google Scholar

  9. Christos Markopoulos
    View author publications

    You can also search for this author in PubMed Google Scholar

  10. Sarah James
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Royce Willis.

Ethics declarations

Conflict of interest

The authors declare no competing interests.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Willis, R., Lynch, D., Peddell, L. et al. Development of a teacher of mathematics identity (ToMI) scale. Math Ed Res J 35 (Suppl 1), 107–132 (2023). https://doi.org/10.1007/s13394-021-00391-w

Download citation

  • Received:

  • Revised:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s13394-021-00391-w

Keywords

Search

Navigation