Teacher identity as a mediator in the relationship between self-efficacy and possible selves

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Kavrayıcı C.

FRONTIERS IN PSYCHOLOGY, cilt.17, ss.1-13, 2026 (SSCI, Scopus)

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 17
  • Basım Tarihi: 2026
  • Doi Numarası: 10.3389/fpsyg.2026.1787692
  • Dergi Adı: FRONTIERS IN PSYCHOLOGY
  • Derginin Tarandığı İndeksler: Scopus, Social Sciences Citation Index (SSCI), IBZ Online, Linguistic Bibliography, MLA - Modern Language Association Database, Psycinfo, Directory of Open Access Journals, MLA International Bibliography
  • Sayfa Sayıları: ss.1-13
  • Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
  • Anadolu Üniversitesi Adresli: Evet

Özet

The study investigates the role of teacher identity as a mediator in the relationship

between self-efficacy and possible selves. We employed a cross-sectional study

design in this research. Participants consisted of 511 volunteer pre-service teachers

(70.5% female) attending a university in the Central Anatolia region of Türkiye.

After providing written informed consent, participants responded to the Teacher’s

Sense of Efficacy Scale, the Teacher Identity Scale, and the New Teacher Possible

Selves Questionnaire. To test the hypothesized indirect effects, data were analyzed

using Pearson correlation and mediation analyses via the SPSS PROCESS

macro (Model 4) with 5,000 bootstrap samples. The analysis indicated a positive

correlation between self-efficacy and expected possible selves, while a negative

correlation was observed with feared possible selves. Besides, teacher identity

was positively correlated with expected possible selves and negatively correlated

with feared possible selves. Mediation analysis indicated that the findings

are consistent with a mediation model, supporting an indirect association pattern

between self-efficacy and expected possible selves through teacher identity.

Furthermore, the analysis revealed a similar indirect association pattern for the

relationship between self-efficacy and feared possible selves. These findings offer

valuable insights for developing strategies to strengthen expected possible selves

in pre-service teachers. They also point to potential pathways for mitigating the

intensity of feared possible selves.