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Organizational and Psychological Factors in Teacher Educators' Professional Identity Development: An Empirical Analysis

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Title: Organizational and Psychological Factors in Teacher Educators' Professional Identity Development: An Empirical Analysis
Language: English
Authors: Umm E. Farwa (ORCID 0009-0007-8928-970X), Qiong Li, Juyan Ye (ORCID 0000-0002-1243-0484), Muhammad Kaleem Khan (ORCID 0000-0001-5552-0650), Salman Zulfiqar
Source: British Educational Research Journal. 2025 51(2):869-896.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 28
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Teacher Educators, Professional Identity, Psychological Patterns, Socialization, Role Perception, Arousal Patterns, Leadership, Transformative Learning
DOI: 10.1002/berj.4106
ISSN: 0141-1926
1469-3518
Abstract: This paper proposes a research model that explores and tests a mediated moderation model of teacher educator's professional identity (TEPI). The model assesses the link between (a) triggering factor (leadership support, professional socialisation, training & development) and TEPI; (b) psychological arousals (role clarity and transformative learning) and TEPI; and (c) institutional support as a moderator of the effect of aforesaid psychological arousals on TEPI. We used cross-sectional data to gauge these relationships via data obtained from teachers' educators from higher education institutes in Pakistan. Most of the hypothesised associations are supported, and the model we proposed is viable. Leadership support, professional socialisation, and training and development of teacher educators ignite the development process of teacher educators, whereas role clarity and transformative learning positively moderate the aforementioned relationship. However, this study could not find a constructive role of institutional support in the role clarity--TEPI and transformative learning--TEPI nexuses.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1466176
Database: ERIC
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  Value: <anid>AN0184273891;bed01apr.25;2025Apr08.06:09;v2.2.500</anid> <title id="AN0184273891-1">Organizational and Psychological factors in teacher educators' professional identity development: An empirical analysis </title> <p>This paper proposes a research model that explores and tests a mediated moderation model of teacher educator's professional identity (TEPI). The model assesses the link between (a) triggering factor (leadership support, professional socialisation, training & development) and TEPI; (b) psychological arousals (role clarity and transformative learning) and TEPI; and (c) institutional support as a moderator of the effect of aforesaid psychological arousals on TEPI. We used cross‐sectional data to gauge these relationships via data obtained from teachers' educators from higher education institutes in Pakistan. Most of the hypothesised associations are supported, and the model we proposed is viable. Leadership support, professional socialisation, and training and development of teacher educators ignite the development process of teacher educators, whereas role clarity and transformative learning positively moderate the aforementioned relationship. However, this study could not find a constructive role of institutional support in the role clarity–TEPI and transformative learning–TEPI nexuses.</p> <p>Keywords: institutional support; leadership support; professional identity; professional socialisation; role clarity; teacher educators; training and development; transformative learning</p> <hd id="AN0184273891-2">Key insights</hd> <p></p> <hd id="AN0184273891-3">What is the main issue that the paper addresses?</hd> <p>The paper investigates the factors influencing the development of teacher educators' professional identity in higher education institutions. It focuses on the lack of a cohesive professional identity among teacher educators in Pakistan and examines how variables such as leadership support, training and development, professional socialisation, role clarity and transformative learning contribute to shaping this identity. The study also explores the moderating role of institutional support in this process.</p> <hd id="AN0184273891-4">What are the main insights that the paper provides?</hd> <p>The study highlights that leadership support, professional training and socialisation play pivotal roles in fostering role clarity and transformative learning, which are critical for the development of a strong professional identity among teacher educators. It demonstrates that institutional support enhances these relationships, emphasising the importance of a supportive organisational environment. Additionally, the research underscores the relevance of constructivism theory, showing that teacher educators construct their professional identity through active engagement with their roles, responsibilities and learning experiences.</p> <hd id="AN0184273891-5">INTRODUCTION</hd> <p>Professional identity is crucial for individuals' career decisions and integration into their field, but achieving a cohesive identity remains challenging, especially in professions like teacher education with diverse activities (Empson, [<reflink idref="bib33" id="ref1">33</reflink>]). Teacher educators (TEs), pivotal in moulding future teachers through training and education (Hökkä et al., [<reflink idref="bib42" id="ref2">42</reflink>]), possess a professional identity that is intricate and often nebulous, frequently defined by subject expertise or research roles rather than their specific function in teacher preparation (Dinkelman & Cuenca, [<reflink idref="bib30" id="ref3">30</reflink>]; Izadinia, [<reflink idref="bib55" id="ref4">55</reflink>]; Leeferink, [<reflink idref="bib71" id="ref5">71</reflink>]). Expected to excel in teaching, research and service, teacher educators (TEs) face unclear professional duties and grapple with multiple allegiances, lacking guidance to navigate institutional demands and personal ambitions (Anspal et al., [<reflink idref="bib8" id="ref6">8</reflink>]; Davey, [<reflink idref="bib26" id="ref7">26</reflink>]; Murray & Male, [<reflink idref="bib80" id="ref8">80</reflink>]), a challenge further compounded by the absence of support for identity formation (Pinnegar, [<reflink idref="bib84" id="ref9">84</reflink>]).</p> <p>Amidst their role in enhancing teaching practices and student learning (Zeichner, [<reflink idref="bib114" id="ref10">114</reflink>], TEs encounter challenges from global educational restructuring, such as increased pressure to publish (Yuan & Lee, [<reflink idref="bib111" id="ref11">111</reflink>]) and a dynamic work environment (Lunenberg et al., [<reflink idref="bib73" id="ref12">73</reflink>]). Despite their profession's critical nature, teacher educators' identity remains ambiguously defined (Khan, [<reflink idref="bib63" id="ref13">63</reflink>]; Ping et al., [<reflink idref="bib83" id="ref14">83</reflink>]; Smith & Flores, [<reflink idref="bib95" id="ref15">95</reflink>]; Tryggvason, [<reflink idref="bib102" id="ref16">102</reflink>]). Existing literature highlights a lack of clarity about the roles, functions and professional growth pathways of teacher educators (Flores, [<reflink idref="bib35" id="ref17">35</reflink>]; Ping et al., [<reflink idref="bib83" id="ref18">83</reflink>]). This ambiguity is compounded by the blurred distinction between the roles of schoolteachers and teacher educators (Swennen et al., [<reflink idref="bib96" id="ref19">96</reflink>]), causing the lack of a clear body of knowledge to support teacher educators' work to persist (Ping et al., [<reflink idref="bib83" id="ref20">83</reflink>]). However, there has not been much research—particularly quantitative research—on this group of educators (Lunenberg et al., [<reflink idref="bib73" id="ref21">73</reflink>]). We filled in this research gap in our quantitative study by looking at elements of teacher educators' professional identities and the connection between professional identities and the shaping factors of teacher educators' professional identity. Using an adapted instrument to measure the shaping factors of professional identity of teacher educators, the results of this study shed light on the complex relationship between organisational factors, individual characteristics and institutional support in shaping the professional identity of teacher educators within Pakistani higher education institutes. Drawing on a comprehensive framework that includes leadership support, training and development, professional socialisation, role clarity, transformative learning and institutional support, this study provides valuable perceptions into the multifaceted process of professional identity formation among teacher educators.</p> <p>This study takes insights from constructivism theory (Alanazi, [<reflink idref="bib6" id="ref22">6</reflink>]), role theory (Linton, [<reflink idref="bib72" id="ref23">72</reflink>]) and transformative learning theory (Mezirow, [<reflink idref="bib75" id="ref24">75</reflink>]) to present a model that illustrates that the formation of the professional identity of teacher educators (TEPI hereafter) is initiated by some triggering factors, namely leadership support (LS), professional socialisation (PS) and training and development (TD). The link between these triggering factors and TEPI is also mediated by psychological arousals namely: role clarity (RC) and transformative learning (TL). More specifically, triggering factors cause psychological arousals in teacher educators that result in the formation of their professional identity. The relationship of psychological arousals and TEPI is moderated by institutional support (IS). The research addresses a gap in the literature by using the above mentioned theories to explore professional identity formation among teacher educators. This study makes significant theoretical contributions by integrating constructivism, role theory and transformative learning theory to explore the multifaceted process of professional identity formation among teacher educators. By applying constructivism, the study highlights the dynamic nature of identity construction as teacher educators actively shape their professional roles through interaction with organisational, individual, and institutional factors. The incorporation of role theory adds depth by addressing the critical influence of role clarity in reducing ambiguity, thus enabling teacher educators to navigate their complex responsibilities more effectively. Additionally, transformative learning theory underscores the pivotal role of critical reflection and experiential learning in facilitating professional growth, allowing teacher educators to adapt and realign their identities amidst evolving professional demands. By integrating these complementary theoretical perspectives, the study provides a holistic framework that not only explains how professional identity is formed but also elucidates the mechanisms through which factors like leadership support, training and development, and institutional support impact identity development. This theoretical synthesis advances existing literature by bridging gaps between static role definitions and dynamic identity construction, offering valuable insights into the interplay of personal agency and contextual influences in shaping teacher educators' professional identity.</p> <p>Our study makes a distinct and valuable contribution to the existing literature on professional identity. While prior research has predominantly focused on the professional identity of teachers, studies specifically examining the professional identity of teacher educators remain scarce (Murray & Male, [<reflink idref="bib80" id="ref25">80</reflink>]). Among the limited studies available, White ([<reflink idref="bib107" id="ref26">107</reflink>]) explored how professional identity evolves when a schoolteacher transitions to the role of a teacher educator and Richter et al. ([<reflink idref="bib87" id="ref27">87</reflink>]) examined the impact of task perception on teacher educators' professional identity. In contrast, our study goes beyond these perspectives by investigating how organisational factors contribute to the development of teacher educators' professional identity, emphasising the critical roles of role clarity and transformative learning as mediators. Furthermore, this study is uniquely situated within the context of Pakistan, where the profession of teacher educators has been largely overlooked, providing an underexplored yet highly relevant perspective on this important issue.</p> <p>This study is significant for its multidimensional contributions to understanding and addressing the professional identity development of teacher educators in higher education institutions (HEIs) in Pakistan. It enriches the literature by exploring professional identity formation in the unique educational context of Pakistan, a largely under‐researched area in developing countries. By examining the influence of external factors such as leadership support, professional socialisation and training opportunities, the study provides fresh insights into identity formation. It offers practical implications for policy development, equipping policymakers and educational administrators with strategies to design targeted professional development programmes and support systems. Additionally, it addresses the professional identity crisis faced by teacher educators, highlighting the role of conflicting loyalties and inadequate institutional support, and proposes interventions to foster a supportive environment. The research further contributes to the discourse on the interplay between external triggers and psychological processes, such as role clarity and transformative learning, in shaping professional identity. These findings not only inform local and global educational practices but also aim to improve teacher educators' preparation and development, advancing educational quality and professionalisation in Pakistan.</p> <hd id="AN0184273891-6">THEORETICAL FRAMEWORK, HYPOTHESES DEVELOPMENT AND RESEARCH MODEL</hd> <p></p> <hd id="AN0184273891-7">Professional identity</hd> <p>Identity is a broad term related to self‐understanding, experience and belonging within social groupings (Sachs, [<reflink idref="bib88" id="ref28">88</reflink>]; Wenger, [<reflink idref="bib106" id="ref29">106</reflink>]). The professional identity is a lens through which professionals look at their job, give meaning to it and act in it (Kelchtermans, [<reflink idref="bib62" id="ref30">62</reflink>]). It encompasses the sum of components through which individuals define themselves reciprocally related to the perception of professional affiliation (Beauchamp & Thomas, [<reflink idref="bib12" id="ref31">12</reflink>]; Davey, [<reflink idref="bib25" id="ref32">25</reflink>]). It is the self‐image as a professional shaped by personal experiences, expectations, and external validation (Lasky, [<reflink idref="bib69" id="ref33">69</reflink>]). Professional identity also delves into individuals' internal perceptions of themselves within their professional roles (Gendron & Spira, [<reflink idref="bib38" id="ref34">38</reflink>]). According to Ibarra ([<reflink idref="bib53" id="ref35">53</reflink>]), a person's personal definition of professional identity is how they see themselves in relation to other professionals in their community. It comprises a collection of ideas about one's line of work and is predicated on qualities, convictions, ethics, intentions and past encounters (Beijaard et al., [<reflink idref="bib13" id="ref36">13</reflink>]; Ibarra, [<reflink idref="bib53" id="ref37">53</reflink>]). Consequently, professional identity establishes a personal framework that directs one's actions, interpretations and perceptions in job‐embedded scenarios. It comprises a set of defining characteristics reflecting an individual's role within their field (Gendron & Suddaby, [<reflink idref="bib39" id="ref38">39</reflink>]). Jonathan ([<reflink idref="bib19" id="ref39">19</reflink>]) defines professional identity as the internal sense of belonging to a community, in which an individual 'thinks, feels, and acts' as a member of a profession. It is also defined as the self that has been cultivated with a dedication to performing competently and legitimately within the context of a profession. Someone with such an identity identifies strongly with the profession, its roles and its values (Chin Pei Tana et al., [<reflink idref="bib98" id="ref40">98</reflink>]).</p> <hd id="AN0184273891-8">Professional identity development</hd> <p>This study takes insights from constructivism theory, role theory and transformative learning theory. Constructivism theory posits that learning and development are active processes where individuals construct new knowledge and meaning from their experiences (Alanazi, [<reflink idref="bib6" id="ref41">6</reflink>]). Training and development, leadership support, and professional socialisation represent experiences that can shape the professional identity of teacher educators. Training and development offer formal opportunities for teacher educators to expand their knowledge and abilities (Paige et al., [<reflink idref="bib81" id="ref42">81</reflink>]). This helps them build their knowledge of what it means to be an educator. Leadership support gives guidance and resources that enable teacher educators to grow professionally Amabile et al. ([<reflink idref="bib7" id="ref43">7</reflink>]). Positive leadership constructs an environment where educators feel empowered in their roles. Professional socialisation offers chances to interact with and learn from colleagues (Mocrei‐Rebrean, [<reflink idref="bib79" id="ref44">79</reflink>]). This allows educators to co‐construct their professional identity through shared understandings and norms.</p> <p>Transformative learning happens when experiences enable critical reflection and a fundamental shift in perspectives (Mezirow, [<reflink idref="bib76" id="ref45">76</reflink>]). This can lead to reconstruction of professional identity. Role clarity provides a clear understanding of expectations and responsibilities (Kauppila, [<reflink idref="bib61" id="ref46">61</reflink>]). This shapes how educators construct their professional self‐concept. The moderator of institutional support affects the relationship between transformative learning, role clarity and professional identity. Constructivism sees learning as situated within social contexts. Institutional support provides a facilitating environment and resources needed for transformative learning and role clarity to positively transform professional identity construction. Lack of support impedes this process. Constructivism emphasises that teacher educators actively build their professional identities through varied experiences, within particular social contexts (Abdal‐Haqq, [<reflink idref="bib1" id="ref47">1</reflink>]; Sigel, [<reflink idref="bib93" id="ref48">93</reflink>]). The model variables represent factors that can enable or constrain this construction process.</p> <hd id="AN0184273891-9">Hypotheses formulation</hd> <p>Leadership support is recognised as having a substantial impact on institutional transformation and educational change (Bredeson, [<reflink idref="bib14" id="ref49">14</reflink>]; Harris et al., [<reflink idref="bib50" id="ref50">50</reflink>]). Leader support behaviour encompasses both task and relationship support (Amabile et al., [<reflink idref="bib7" id="ref51">7</reflink>]). Leaders' task support includes assuring the availability of resources, which is critical for work performance, whereas relational support focuses on a leader's concern for his or her employees' socio‐emotional needs. Teacher educators (TEs) often grapple with competing priorities and ambiguous roles. Leadership support not only helps TEs navigate their responsibilities but also resolves tensions between competing priorities, creating much‐needed role clarity (Dinkelman, [<reflink idref="bib31" id="ref52">31</reflink>]; Izadinia, [<reflink idref="bib55" id="ref53">55</reflink>]; Gourlay, [<reflink idref="bib40" id="ref54">40</reflink>]). Leaders provide affirmation through policies, resources and clear messaging, reinforcing the importance of their specialised focus on teacher education. This clarity is further enhanced by leaders modelling specific activities, behaviours and language (Meijer et al., [<reflink idref="bib74" id="ref55">74</reflink>]). Dialogues about pedagogies and tailored mentoring help solidify TEs' roles (Swennen et al., [<reflink idref="bib96" id="ref56">96</reflink>]).</p> <hd id="AN0184273891-10">H1a</hd> <p>Leadership support helps to resolve tension between competing priorities and creates role clarity among teacher educators.</p> <p>Training is critical in creating the professional identity of teacher educators because it provides them with the information, skills and pedagogical insights required for effective teaching, research and mentorship in the field of teacher training (Paige et al., [<reflink idref="bib81" id="ref57">81</reflink>]). Through targeted training programmes, teacher educators can enhance their competencies, stay updated on evolving educational practices and cultivate a reflective and learner‐centric approach, contributing to the consolidation and growth of their professional identity. Training also fosters a sense of community and collaboration among teacher educators, reinforcing their commitment to continuous learning and the advancement of the teaching profession. Teacher training programmes are essential in meeting both the theoretical and practical needs of the educational environment (Ahmed et al.,). As Wenger ([<reflink idref="bib106" id="ref58">106</reflink>]) noted, 'learning transforms who we are and what we can do; it is an experience of identity, a process of becoming' (p. 215). For TEs, training and development programmes are crucial for fostering role clarity (Cochran‐Smith & Lytle, [<reflink idref="bib22" id="ref59">22</reflink>]). Effective training provides the pedagogical knowledge and instructional strategies necessary for teacher preparation. Without a clear professional identity, TEs face challenges in balancing teaching, research and training duties, leading to tension (Griffiths et al., [<reflink idref="bib41" id="ref60">41</reflink>]). Tailored training programmes help TEs navigate these challenges by enhancing role clarity and equipping them with the necessary skills for their specialised roles. Darling‐Hammond ([<reflink idref="bib24" id="ref61">24</reflink>]) emphasises the importance of ongoing professional development to help TEs adapt to evolving educational practices.</p> <hd id="AN0184273891-11">H2a</hd> <p>Training and development programmes promote a heightened awareness of their roles and responsibilities in Teacher Educttors.</p> <p>Professional socialisation is adjusting an individual's acceptance of organisational standards and culture (Kowtha, [<reflink idref="bib67" id="ref62">67</reflink>]). Professional socialisation is defined as the acquisition of a professional ethos, which is not always expressed in words but provides the agent in socialisation with the meaning of the game (Mocrei‐Rebrean, [<reflink idref="bib79" id="ref63">79</reflink>]). Wenger ([<reflink idref="bib106" id="ref64">106</reflink>]) introduced communities of practice to emphasise that learning occurs within social structures. Professional socialisation, influenced by Van Maanen and Schein ([<reflink idref="bib104" id="ref65">104</reflink>]), describes how individuals obtain the information, skills, attitudes and identities of a profession such as teacher education (Bullough & Draper, [<reflink idref="bib16" id="ref66">16</reflink>]). Joining veteran communities helps newcomers understand complex role demands through participation and negotiation (Murray & Male, [<reflink idref="bib80" id="ref67">80</reflink>]). Role clarity development is closely tied to professional socialisation, providing TEs with a framework for understanding their responsibilities (Bullough & Draper, [<reflink idref="bib16" id="ref68">16</reflink>]). Feiman‐Nemser ([<reflink idref="bib34" id="ref69">34</reflink>]) found that TEs' socialisation experiences significantly influenced their role perceptions. Exposure to collaboration, mentorship and communities of practice led to a clearer understanding of their responsibilities.</p> <hd id="AN0184273891-12">H3a</hd> <p>Professional socialisation fosters a deeper and clearer understanding of teacher educators' roles and responsibilities.</p> <p>Effective leadership encourages continuous learning and reflection, essential components of transformative learning (Day & Gu, [<reflink idref="bib27" id="ref70">27</reflink>]; Kelchtermans, [<reflink idref="bib62" id="ref71">62</reflink>]). Leaders create collaborative cultures that facilitate collective reflection, helping TEs challenge assumptions and shift perspectives (Christie et al., [<reflink idref="bib20" id="ref72">20</reflink>]; Fullan, [<reflink idref="bib37" id="ref73">37</reflink>]). By recognising TEs' efforts and providing safe spaces for reflection, leadership supports the development of coherent professional identities aligned with educational goals (Trede et al., [<reflink idref="bib100" id="ref74">100</reflink>]; Leeferink, [<reflink idref="bib71" id="ref75">71</reflink>]). Through trust, openness and resource provision, leaders enable TEs to engage in transformative learning, fostering innovation and adaptation to changing educational paradigms (Christie et al., [<reflink idref="bib20" id="ref76">20</reflink>]; Wood & Borg, [<reflink idref="bib110" id="ref77">110</reflink>]).</p> <hd id="AN0184273891-13">H1b</hd> <p>Leadership support fosters transformative learning for teacher educators.</p> <p>Teacher educators undergo a significant transformation from subject experts or researchers to specialised roles in teacher preparation (Izadinia, [<reflink idref="bib55" id="ref78">55</reflink>]). This shift is facilitated by both formal training and informal educational communities, which impart knowledge specific to teacher training practices (Griffiths et al., [<reflink idref="bib41" id="ref79">41</reflink>]). Structured training programmes challenge TEs' teaching beliefs and assumptions, fostering critical reflection and perspective transformation (Mezirow [<reflink idref="bib77" id="ref80">77</reflink>]). Johnson and Golombisky ([<reflink idref="bib57" id="ref81">57</reflink>]) highlight the transformative impact of professional development programmes on TEs, expanding their pedagogical understanding and commitment to student‐centred learning. Continuous professional development is essential for nurturing this transformative learning, allowing TEs to stay current with evolving educational practices (Darling‐Hammond, [<reflink idref="bib24" id="ref82">24</reflink>]). Tailored training programmes provide theoretical and practical insights into teacher preparation, promoting conceptual clarity and specialised skillsets (Tack et al., [<reflink idref="bib97" id="ref83">97</reflink>]). This prompts critical self‐reflection and facilitates the necessary examination of perspectives for professional identity growth (Leeferink, [<reflink idref="bib71" id="ref84">71</reflink>]). Additionally, communities of practice, where veteran TEs share experiences, play a crucial role in integrating new identities (Koster et al., [<reflink idref="bib66" id="ref85">66</reflink>]). Relating to others' experiences helps junior TEs understand the specialised priorities of teacher preparation (Wood & Borg, [<reflink idref="bib110" id="ref86">110</reflink>]).</p> <hd id="AN0184273891-14">H2b</hd> <p>Specialised training and development programmes enhance teacher educators' engagement with transformative learning, fostering shifts in perspectives, knowledge, and teaching approaches.</p> <p>Wenger ([<reflink idref="bib106" id="ref87">106</reflink>]) established the concept of communities of practice, emphasising that learning takes place within social systems. Professional socialisation, as defined by Van Maanen and Schein ([<reflink idref="bib104" id="ref88">104</reflink>]), comprises the acquisition of professional information, abilities and identities, as observed in teacher education (Bullough & Draper, [<reflink idref="bib16" id="ref89">16</reflink>]). New professional roles involve socialisation into unfamiliar norms, necessitating sensemaking before coherence emerges (Baker‐Doyle, [<reflink idref="bib10" id="ref90">10</reflink>]). Integration into veteran communities' aids newcomers in understanding role demands through participative modelling. Role clarity development is tied to professional socialisation, providing frameworks for understanding roles (Bullough & Draper, [<reflink idref="bib16" id="ref91">16</reflink>]). Mentorship and participation in communities of practice further socialise teacher educators (Darling‐Hammond, [<reflink idref="bib24" id="ref92">24</reflink>]; Feiman‐Nemser, [<reflink idref="bib34" id="ref93">34</reflink>]). Novices adopt socio‐cultural practices through participative modelling and collaborative experiences (Baker‐Doyle, [<reflink idref="bib10" id="ref94">10</reflink>]). Professional socialisation intertwines with transformative learning for teacher educators (Darling‐Hammond, [<reflink idref="bib24" id="ref95">24</reflink>]; Johnson & Golombisky, [<reflink idref="bib57" id="ref96">57</reflink>]).</p> <hd id="AN0184273891-15">H3b</hd> <p>Professional socialisation fosters transformative learning among the teacher educators through mentorship, collaboration and immersion in the professional community.</p> <p>Role theory (Linton, [<reflink idref="bib72" id="ref97">72</reflink>]) focuses on how individuals understand and perform their roles within organisations. Role clarity refers to individuals' perceptions about the expectations and behaviours related to their job positions (Hall, [<reflink idref="bib48" id="ref98">48</reflink>]; Kahn et al., [<reflink idref="bib60" id="ref99">60</reflink>]). According to Hall, Draper, Smith and Bullough (Hall et al., [<reflink idref="bib47" id="ref100">47</reflink>]), universities and schools frequently have divergent perceptions of the job because institutions fail to effectively explain their expectations. Teacher educators' interactions with student teachers are linked to two dimensions of role clarity. First, goal clarity refers to how well individuals grasp their role's outcome goals and objectives; second, process clarity refers to how confident people are in their ability to perform their duties to reach those goals. According to the literature, role clarity has been associated to increased work satisfaction, organisational commitment and performance (De Ruyter et al., [<reflink idref="bib28" id="ref101">28</reflink>]). Role clarity for TEs encompasses their understanding of responsibilities, expectations and contributions within teacher education (Bullough & Draper, [<reflink idref="bib16" id="ref102">16</reflink>]). Research indicates a strong correlation between role clarity and professional identity development for TEs (Cochran‐Smith & Lytle, [<reflink idref="bib22" id="ref103">22</reflink>]). Teacher educators' ability to integrate diverse roles shapes their professional identity (Bullough & Baughman, [<reflink idref="bib17" id="ref104">17</reflink>]). This relationship extends to practising teachers, who also derive professional identity from role clarity (Beijaard et al., [<reflink idref="bib13" id="ref105">13</reflink>]). Insights from healthcare suggest a universal link between role clarity and professional identity (Schmitz, [<reflink idref="bib92" id="ref106">92</reflink>]). In education, clarity on role expectations fosters coherent identity alignment, while ambiguity leads to identity dissonance (Beauchamp & Thomas, [<reflink idref="bib12" id="ref107">12</reflink>]; Pillen et al., [<reflink idref="bib82" id="ref108">82</reflink>]). Transparent communication and collaborative experiences facilitate role clarity and identity coherence for teachers (Baker‐Doyle & Gustavson, [<reflink idref="bib11" id="ref109">11</reflink>]; Trent, [<reflink idref="bib101" id="ref110">101</reflink>]).</p> <hd id="AN0184273891-16">H4</hd> <p>Role clarity among teacher educators relates positively to the formation of their professional identities.</p> <p>Mezirow ([<reflink idref="bib75" id="ref111">75</reflink>]) defines transformational (transformative) learning as 'learning that modifies problematic frames of reference to make them more discriminating, reflective, open, and emotionally equipped to change' (p. 22). Transformative learning theory involves how to think critically about assumptions supporting one's perspectives and how to develop critically reflective judgement in discourse regarding one's beliefs, values, feelings and self‐concepts (Mezirow, [<reflink idref="bib75" id="ref112">75</reflink>], p. 29). Although transformative learning cannot be taught, the probability of transformative learning experiences occurring can be increased by managing the environment, instructional procedures and curricular materials. Transformative learning involves acknowledging biases and embracing expanded worldviews (Christie et al., [<reflink idref="bib20" id="ref113">20</reflink>]). The nexus of transformative learning and professional identity formation is compelling, particularly in the realm of TEs. Research underscores transformative learning as a potent catalyst for TEs' professional identity development (Johnson & Golombisky, [<reflink idref="bib57" id="ref114">57</reflink>]). Teacher educators experiencing transformative shifts in perspectives concurrently undergo significant developments in their professional roles, prompted to reassess and refine their educator, mentor and contributor roles (Schön, [<reflink idref="bib91" id="ref115">91</reflink>]). Mentorship is pivotal in transformative learning, as supportive relationships aid TEs in internalising values and practices, shaping their evolving professional identity (Darling‐Hammond, [<reflink idref="bib24" id="ref116">24</reflink>]). Insights from diverse professional fields, such as healthcare, reinforce the universal impact of transformative learning on professional identity development (Schmitz, [<reflink idref="bib92" id="ref117">92</reflink>]). The literature strongly supports transformative learning as a catalyst for TEs' professional identity development, shaping their perceptions and enactment of roles within teacher education and beyond.</p> <hd id="AN0184273891-17">H5</hd> <p>Teacher educators engaging in transformative learning positively relates to the development of their professional identity.</p> <p>The notion of any institute climate refers to the quality of interactions and supportive processes that are generally expected to promote the development of a teacher‐educator identity (Wang & Degol, [<reflink idref="bib105" id="ref118">105</reflink>]). These procedures are integrated into the working and learning contexts that encompass each educational context (Avalos, [<reflink idref="bib9" id="ref119">9</reflink>]). Institutional support refers to active organisational encouragement in the form of policies, laws and monetary and non‐monetary assistance that motivate personnel to accomplish their duties in an efficient and productive manner.According to organizational support theory (Eisenberger & Stinglhamber, [<reflink idref="bib32" id="ref120">32</reflink>]), employees' perceptions of organizational value and concern for their well‐being—referred to as perceived organizational support (Rhoades & Eisenberger, [<reflink idref="bib86" id="ref121">86</reflink>])—play a significant role. Teacher educators, facing role ambiguity, benefit from supportive environments that prioritise their professional development (Beijaard et al., [<reflink idref="bib13" id="ref122">13</reflink>]). Recognising unique challenges, institutions offering tailored support aid educators in role navigation and identity formation (Beijaard et al., [<reflink idref="bib13" id="ref123">13</reflink>]; Hargreaves, [<reflink idref="bib49" id="ref124">49</reflink>]; Johnson & Onwuegbuzie, [<reflink idref="bib58" id="ref125">58</reflink>]). Effective institutional systems provide clear guidelines and resources, enhancing role clarity and professional identity (Lee & Nolan, [<reflink idref="bib70" id="ref126">70</reflink>]). Conversely, deficient support leads to ambiguity, hindering role prioritisation and identity formation (Adams, [<reflink idref="bib3" id="ref127">3</reflink>]; Chen & Lou, [<reflink idref="bib18" id="ref128">18</reflink>]). Institutional support moderates the relationship between role clarity and professional identity, shaping vocational competence and unified professional cultures (Chen & Lou, [<reflink idref="bib18" id="ref129">18</reflink>]; ; Saks & Ashforth, [<reflink idref="bib89" id="ref130">89</reflink>]).</p> <hd id="AN0184273891-18">H6a</hd> <p>Institutional support positively moderates the relationship between teacher educators' role clarity and their professional identity.</p> <p>Professional identity, shaped by education and reflective processes (Cranton, [<reflink idref="bib23" id="ref131">23</reflink>]; Illeris, [<reflink idref="bib54" id="ref132">54</reflink>]), encompasses one's sense of belonging and commitment within their profession. Institutional support crucially facilitates teacher educators' engagement in transformative learning through resource provision and supportive cultures. This backing encourages collaboration and reflective practices, enhancing professional identity development. Supportive environments enable the seamless integration of transformative experiences into professional identity. Conversely, limited support hampers transformative learning, aligning with broader literature on organisational support (Cranton, [<reflink idref="bib23" id="ref133">23</reflink>]). Institutional support provides the necessary resources, encouragement and infrastructure for teacher educators to apply their new insights and changes in perspective effectively. Institutional support moderates the relationship between transformative learning and professional identity. This highlights the necessity for supporting places and leadership commitment to foster transformative learning and professional identity among teacher educators. (Figure 1).</p> <hd id="AN0184273891-19">H6b</hd> <p>Institutional support positively moderates the relationship between teacher educator's engagement in transformative learning and their professional identity.</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/BED/01apr25/berj4106-fig-0001.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="berj4106-fig-0001.jpg" title="1 Flow diagram of research model." /> </p> <p></p> <hd id="AN0184273891-21">METHOD</hd> <p></p> <hd id="AN0184273891-22">Participants and procedure</hd> <p>Participants in the current study were teacher educators who are working at HEIs of teacher education programmes affiliated with public universities in all provinces of Pakistan. The data were collected by a questionnaire. We approached more than 3500 teacher educators via their deans or registrar of the HEIs. Data were collected on various demographic variables, including gender, age, work experience, educational background and geographical region. The overall response rate was less than 15%. The sample used in the final analysis consisted of 522 incumbent teacher educators. Table 1 demonstrates the sample distribution of TEs who participated in the survey.</p> <p>1 TABLE Descriptives.</p> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left" /><th align="left">Frequency</th><th align="left">Percentage</th><th align="left">Valid percentage</th><th align="left">Cumulative percentage</th></tr></thead><tbody valign="top"><tr><td align="left">Panel A: Gender distribution</td></tr><tr><td align="left">Male</td><td align="left">319</td><td align="left">61.6</td><td align="left">61.6</td><td align="left">61.6</td></tr><tr><td align="left">Female</td><td align="left">203</td><td align="left">38.4</td><td align="left">38.4</td><td align="left">100.0</td></tr><tr><td align="left">Total</td><td align="left">522</td><td align="left">100.0</td><td align="left">100.0</td><td align="left" /></tr><tr><td align="left">Panel B: Age distribution</td></tr><tr><td align="left"><40 years</td><td align="left">145</td><td align="left">27.8</td><td align="left">27.8</td><td align="left">27.8</td></tr><tr><td align="left">41–44 years</td><td align="left">184</td><td align="left">35.2</td><td align="left">35.2</td><td align="left">63.0</td></tr><tr><td align="left">45–49 years</td><td align="left">110</td><td align="left">21.1</td><td align="left">21.1</td><td align="left">84.1</td></tr><tr><td align="left">>50 years</td><td align="left">83</td><td align="left">15.9</td><td align="left">15.9</td><td align="left">100.0</td></tr><tr><td align="left">Total</td><td align="left">522</td><td align="left">100.0</td><td align="left">100.0</td><td align="left" /></tr><tr><td align="left">Panel C: Work experience</td></tr><tr><td align="left">10–14 years</td><td align="left">173</td><td align="left">33.1</td><td align="left">33.1</td><td align="left">33.1</td></tr><tr><td align="left">15–20 years</td><td align="left">132</td><td align="left">25.3</td><td align="left">25.3</td><td align="left">58.4</td></tr><tr><td align="left">21–25 years</td><td align="left">90</td><td align="left">17.2</td><td align="left">17.2</td><td align="left">75.7</td></tr><tr><td align="left">>25 years</td><td align="left">83</td><td align="left">15.9</td><td align="left">15.9</td><td align="left">91.6</td></tr><tr><td align="left"><10 years</td><td align="left">44</td><td align="left">8.4</td><td align="left">8.4</td><td align="left">100.0</td></tr><tr><td align="left">Total</td><td align="left">522</td><td align="left">100.0</td><td align="left">100.0</td><td align="left" /></tr><tr><td align="left">Panel D: Geographical distribution</td></tr><tr><td align="left">Punjab</td><td align="left">172</td><td align="left">33.0</td><td align="left">33.0</td><td align="left">33.0</td></tr><tr><td align="left">Sindh</td><td align="left">132</td><td align="left">25.3</td><td align="left">25.3</td><td align="left">58.2</td></tr><tr><td align="left">Khayber Pakhtunkhwa</td><td align="left">112</td><td align="left">21.5</td><td align="left">21.5</td><td align="left">79.7</td></tr><tr><td align="left">Balochistan</td><td align="left">62</td><td align="left">11.9</td><td align="left">11.9</td><td align="left">91.6</td></tr><tr><td align="left">Gilgit Baltistan</td><td align="left">44</td><td align="left">8.4</td><td align="left">8.4</td><td align="left">100.0</td></tr><tr><td align="left">Total</td><td align="left">522</td><td align="left">100.0</td><td align="left">100.0</td><td align="left" /></tr><tr><td align="left">Panel E: Subject speciliazation</td></tr><tr><td align="left">Natural Science</td><td align="left">44</td><td align="left">8.4</td><td align="left">8.4</td><td align="left">8.4</td></tr><tr><td align="left">Business and Economics</td><td align="left">72</td><td align="left">13.8</td><td align="left">13.8</td><td align="left">22.2</td></tr><tr><td align="left">Social Sciences</td><td align="left">192</td><td align="left">36.8</td><td align="left">36.8</td><td align="left">59.0</td></tr><tr><td align="left">Arts and Literature</td><td align="left">107</td><td align="left">20.5</td><td align="left">20.5</td><td align="left">79.5</td></tr><tr><td align="left">Information Technology</td><td align="left">66</td><td align="left">12.6</td><td align="left">12.6</td><td align="left">92.1</td></tr><tr><td align="left">Mathematics</td><td align="left">37</td><td align="left">7.1</td><td align="left">7.1</td><td align="left">99.2</td></tr><tr><td align="left">others</td><td align="left">4</td><td align="left">0.8</td><td align="left">0.8</td><td align="left">100.0</td></tr><tr><td align="left">Total</td><td align="left">522</td><td align="left">100.0</td><td align="left">100.0</td><td align="left" /></tr></tbody></table> </ephtml> </p> <hd id="AN0184273891-23">Measures</hd> <p>We established the qualitative grounding of measures of our scale by following way. We begin our investigation with a thorough examination of the literature, followed by an exploratory qualitative foundation for our measurements. Multi‐item constructs are employed to gauge the study variables. Existing scales are adapted and expanded to ensure applicability within the Pakistani educational environment. Given that the measures are well‐established in the existing literature, predominantly conducted in developed countries like the USA, UK and Europe, it is imperative to tailor these measures to the context of Pakistani HEIs, which are considered less developed. To achieve this, the established questionnaire items were presented to academic research experts in Pakistan in one‐on‐one interviews. These experts, numbering between 15 and 20, hold PhD degrees and possess over 5 years of post‐PhD experience in Pakistani HEIs. The primary goal of this introductory step is to assess the face validity of current measures in the Pakistani context and to evaluate the conceptual model's nomological 'sense' (Churchill, [<reflink idref="bib21" id="ref134">21</reflink>]). Through these interviews, we aimed to determine whether the questionnaire items can be directly administered or if minor adaptations are necessary to suit the Pakistani environment. This technique of conducting in‐depth interviews for instrument adaptation is supported by prior studies (Ahearne et al., [<reflink idref="bib5" id="ref135">5</reflink>]; Miles and Huberman, [<reflink idref="bib78" id="ref136">78</reflink>]).</p> <p>All variables were measured using a five‐point Likert scale. The details of these measures are given below.</p> <hd id="AN0184273891-24">Teachers' educators' professional identity</hd> <p>The dependent variable in this study, TEPI, was assessed using a professional‐identification scale developed from Adams et al. ([<reflink idref="bib4" id="ref137">4</reflink>]). We conceptualise teacher educator professional identity in accordance with Piaget's constructivism theory (1952). The teacher educator identity was assessed using three items. The internal reliability value is 0.948. The sample items are 'I feel like an important part of teacher education programme in my HEI and being a teacher educator at my institution is important to me'.</p> <hd id="AN0184273891-25">Institutional support</hd> <p>Urban and Kujinga (Urban & Kujjinga, [<reflink idref="bib103" id="ref138">103</reflink>]) developed a three‐item scale for measuring IS. The internal reliability value is 0.932. The sample questions are 'My HEI appreciates employees using new skills they have learned in training' and 'My HEI shows support for teachers in having access to new information and knowledge'.</p> <hd id="AN0184273891-26">Role clarity</hd> <p>The current study measured RC by using the four‐items scale developed by Hall et al. ([<reflink idref="bib47" id="ref139">47</reflink>]) and Sawyer ([<reflink idref="bib90" id="ref140">90</reflink>]). The sample questions are 'I know how to approach the role of teacher educator' and 'I know exactly what my responsibilities are as teacher educator'. The Cronbach's alpha (<emph>α</emph>) is 0.898.</p> <hd id="AN0184273891-27">Transformative learning</hd> <p>Transformative Learning was measured by a four‐item scale designed by Kwon et al. ([<reflink idref="bib68" id="ref141">68</reflink>]). Sample questions are 'I have experienced a deep shift in the way I see somethings in the teaching methods' and 'I developed a greater sense of responsibility toward others'. The value of <emph>α</emph> is 0.954.</p> <hd id="AN0184273891-28">Leadership support</hd> <p>The current study used a three‐item scale for measuring LS, produced by Yukl ([<reflink idref="bib112" id="ref142">112</reflink>]). The Cronbach's <emph>α</emph> value is 0.979. The sample questions are: 'My leader is sympathetic and supportive when I intend to enhance self‐appraisal skills' and 'My leader offers to provide advice and assistance when I need help in developing my skills as a teacher educator'.</p> <hd id="AN0184273891-29">Professional socialisation</hd> <p>Professional socialisation was measured using a five‐item scale developed by Hökkä et al. ([<reflink idref="bib42" id="ref143">42</reflink>]). The value of Cronbach's <emph>α</emph>/reliability is 0.98 for the scale. The sample questions are 'In my HEI, I found that my professional members assist me to identify and solve problems' and 'In my HEI, I found in my professional team to whom I could talk about my career plans'.</p> <hd id="AN0184273891-30">Training and development</hd> <p>Dermol et al. ([<reflink idref="bib29" id="ref144">29</reflink>]) devised a short, three‐item scale to assess TD. Cronbach's <emph>α</emph>/reliability is 0.931. The sample questions are 'In my HEI, education and training are constantly revised and upgraded to meet the requirements of the changing environment and understanding significantly improved' and 'In my HEI, experienced employees receive periodic training and training updates and have confidence'.</p> <hd id="AN0184273891-31">Control variables</hd> <p>Consistent with prior studies (Zahid et al., [<reflink idref="bib113" id="ref145">113</reflink>]) highlighting the importance of sociodemographic controls, we collected data on age, gender, subject specialisation, working experience and geographical specialisation. We have incorporated these control variables to account for individual‐level characteristics that could potentially influence the results.</p> <hd id="AN0184273891-32">Common method variance: Statistical remedies</hd> <p>To mitigate potential common method bias, we implemented various precautionary measures, encompassing both procedural and statistical approaches. Procedurally, we adhered to the commendations of Podsakoff et al. ([<reflink idref="bib85" id="ref146">85</reflink>]) when collecting data. On the statistical front, our initial analysis involved conducting Harman's single‐factor test using principal component analysis without rotation. The findings revealed that none of the created factors explained more than 50% of the variance (Podsakoff et al., [<reflink idref="bib85" id="ref147">85</reflink>]), ensuring a lack of dominance by a single factor. Subsequently, especially relevant in variance‐based structural equation systems such as partial least square structural equation modelling (PLS‐SEM), we employed the technique of a random dependent variable, as suggested by Kock ([<reflink idref="bib64" id="ref148">64</reflink>]). Following the guidelines outlined by Kock and Lynn ([<reflink idref="bib65" id="ref149">65</reflink>]), we created a dummy variable with random values ranging from 0 to 1, incorporating it as an endogenous variable for all composites within our model. The test yielded variance inflation factor values ranging from 1.248 to 2.004 for all latent variables, well below the threshold of 3.3 established by Kock and Lynn ([<reflink idref="bib65" id="ref150">65</reflink>]). As a result, it indicates that common method bias is not a major worry in our dataset. Collectively, these measures reinforce the reliability and validity of our findings, mitigating concerns about possible biases associated with common method variance.</p> <hd id="AN0184273891-33">Statistical analysis strategy</hd> <p>Given that the constructs within the model are defined as composites, our study hypotheses were examined utilising SEM, specifically using PLS with Smart PLS software (version 4.0). The primary objective of PLS‐SEM is to scrutinise the relationships among unobservable variables, e.g. behaviours, attitudes and employee perceptions represented by composites such as leadership support, training and development, professional socialisation, role clarity, transformative learning, institutional support and TEPI derived from indicators and scales (Hair et al., [<reflink idref="bib43" id="ref151">43</reflink>]). In alignment with Henseler et al.'s (2018) categorisation, our research adopted a predictive approach. Following the methodology indicated in Hair et al. ([<reflink idref="bib43" id="ref152">43</reflink>]), we conducted an analysis in three phases to evaluate: (<reflink idref="bib1" id="ref153">1</reflink>) the external or measurement model; and (<reflink idref="bib2" id="ref154">2</reflink>) the internal or structural model.</p> <hd id="AN0184273891-34">RESULTS AND ANALYSIS</hd> <p></p> <hd id="AN0184273891-35">Measure of sampling adequacy</hd> <p>In order to confirm the sample adequacy, the Kaiser–Meyer–Olkin test applied. The Kaiser–Meyer–Olkin value (0.912) indicates excellent adequacy of the sample for performing further analysis. This high value suggests that a substantial proportion of variance in our variables is common variance, ideal for factor analysis. According to Bartlett's test of sphericity, the <emph>χ</emph><sups>2</sups> value of 15904.892 with a significance level less than 0.001 reveals that the correlation matrix of variables is not an identity matrix. This implies that variables are sufficiently correlated for PCA, making the factor analysis suitable for the dataset.</p> <hd id="AN0184273891-36">Common method variance</hd> <p>We used Harman's single‐factor strategy (Podsakoff et al., [<reflink idref="bib85" id="ref155">85</reflink>]) to check for common method bias and then performed exploratory factor analysis. The first component explained 46.952% of the total variation, indicating that common method bias was not an issue, as shown in Panel B of Table 1. The rotation sums of squared loadings aim to simplify the interpretation by maximising high loadings and minimising lower ones; the variance explained by the components is redistributed. The first component now explains 19.937% of the variance. Considering eigenvalues greater than 1, retaining about seven components is justified as they collectively explain approximately 89.965% of the total variance.</p> <hd id="AN0184273891-37">Outer loadings (indicator loading)</hd> <p>Table 3 displays the measurement model's outer loadings obtained using PLS‐SEM analysis. Outer loadings represent the relationships among the latent variables (constructs) and their respective indicators (items). Outer loadings are an important aspect of structural equation modelling, reflecting the degree to which each indicator (or survey question) corresponds to its underlying latent construct.</p> <p>High outer loadings, typically above 0.7, suggest that indicators are measuring their respective constructs effectively (Hair et al., [<reflink idref="bib44" id="ref156">44</reflink>]). However, loadings above 0.5 can still be regarded acceptable if the other indications of the construct have substantial loads (Hair et al., [<reflink idref="bib43" id="ref157">43</reflink>]). Some seminal studies have established that every outer item on a measurement scale should have a loading that is higher than 0.5. (Fornell & Larcker, [<reflink idref="bib36" id="ref158">36</reflink>], Hair et al., [<reflink idref="bib46" id="ref159">46</reflink>], Junaid et al., [<reflink idref="bib59" id="ref160">59</reflink>]). Table 2 illustrates the outside loadings for most indicators are above 0.7, suggesting that the indicators are strongly related to their respective latent variables. Overall, the outer loadings imply that there is strong indication reliability in the measurement methodology, and the indicators are effectively measuring their respective latent variables. The results from the outer loading in Table 2 reflect the strong point of the relations between the latent constructs of each of the observed variables (indicators) in the structural equation model.</p> <p>2 TABLE Principal component analysis.</p> <p> <ephtml> <table><tbody valign="top"><tr><td align="left">Panel A: Kaiser–Meyer–Olkin and Bartlett's test</td></tr><tr><td align="left">Kaiser–Meyer–Olkin Measure of sampling adequacy</td><td align="left">0.912</td></tr><tr><td align="left">Bartlett's test of sphericity</td><td align="left">Approx. χ<sup>2</sup></td><td align="left">15,904.892</td></tr><tr><td align="left">d.f.</td><td align="left">276</td></tr><tr><td align="left">Significance</td><td align="left"><0.001</td></tr></tbody></table> </ephtml> </p> <p></p> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left">Component</th><th align="left">Initial eigenvalues</th><th align="left">Extraction sums of squared loadings</th><th align="left">Rotation sums of squared loadings</th></tr><tr><th align="left">Total</th><th align="left">Percentage of variance</th><th align="left">Cumulative percentage</th><th align="left">Total</th><th align="left">Percentage of variance</th><th align="left">Cumulative percentage</th><th align="left">Total</th><th align="left">Percentage of variance</th><th align="left">Cumulative percentage</th></tr></thead><tbody valign="top"><tr><td align="left">Panel B: total variance explained</td></tr><tr><td align="left">1</td><td align="left">11.268</td><td align="left">46.952</td><td align="left">46.952</td><td align="left">11.268</td><td align="left">46.952</td><td align="left">46.952</td><td align="left">4.785</td><td align="left">19.937</td><td align="left">19.937</td></tr><tr><td align="left">2</td><td align="left">3.276</td><td align="left">13.652</td><td align="left">60.604</td><td align="left">3.276</td><td align="left">13.652</td><td align="left">60.604</td><td align="left">3.586</td><td align="left">14.940</td><td align="left">34.877</td></tr><tr><td align="left">3</td><td align="left">1.791</td><td align="left">7.461</td><td align="left">68.065</td><td align="left">1.791</td><td align="left">7.461</td><td align="left">68.065</td><td align="left">2.873</td><td align="left">11.971</td><td align="left">46.848</td></tr><tr><td align="left">4</td><td align="left">1.605</td><td align="left">6.688</td><td align="left">74.753</td><td align="left">1.605</td><td align="left">6.688</td><td align="left">74.753</td><td align="left">2.720</td><td align="left">11.333</td><td align="left">58.181</td></tr><tr><td align="left">5</td><td align="left">1.457</td><td align="left">6.071</td><td align="left">80.824</td><td align="left">1.457</td><td align="left">6.071</td><td align="left">80.824</td><td align="left">2.611</td><td align="left">10.877</td><td align="left">69.058</td></tr><tr><td align="left">6</td><td align="left">1.143</td><td align="left">4.764</td><td align="left">85.588</td><td align="left">1.143</td><td align="left">4.764</td><td align="left">85.588</td><td align="left">2.585</td><td align="left">10.772</td><td align="left">79.830</td></tr><tr><td align="left">7</td><td align="left">1.050</td><td align="left">4.377</td><td align="left">89.965</td><td align="left">1.050</td><td align="left">4.377</td><td align="left">89.965</td><td align="left">2.432</td><td align="left">10.134</td><td align="left">89.965</td></tr><tr><td align="left">8</td><td align="left">0.331</td><td align="left">1.378</td><td align="left">91.342</td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left">9</td><td align="left">0.275</td><td align="left">1.145</td><td align="left">92.487</td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left">10</td><td align="left">0.237</td><td align="left">0.989</td><td align="left">93.476</td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left">11</td><td align="left">0.193</td><td align="left">0.804</td><td align="left">94.280</td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left">12</td><td align="left">0.172</td><td align="left">0.715</td><td align="left">94.995</td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left">13</td><td align="left">0.166</td><td align="left">0.692</td><td align="left">95.688</td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left">14</td><td align="left">0.156</td><td align="left">0.651</td><td align="left">96.339</td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left">15</td><td align="left">0.137</td><td align="left">0.570</td><td align="left">96.909</td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left">16</td><td align="left">0.136</td><td align="left">0.565</td><td align="left">97.474</td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left">17</td><td align="left">0.120</td><td align="left">0.502</td><td align="left">97.975</td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left">18</td><td align="left">0.111</td><td align="left">0.463</td><td align="left">98.438</td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left">19</td><td align="left">0.100</td><td align="left">0.416</td><td align="left">98.855</td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left">20</td><td align="left">0.086</td><td align="left">0.360</td><td align="left">99.215</td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left">21</td><td align="left">0.063</td><td align="left">0.264</td><td align="left">99.479</td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left">22</td><td align="left">0.050</td><td align="left">0.207</td><td align="left">99.686</td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left">23</td><td align="left">0.042</td><td align="left">0.174</td><td align="left">99.860</td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left">24</td><td align="left">0.034</td><td align="left">0.140</td><td align="left">100.000</td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr></tbody></table> </ephtml> </p> <p>1 <emph>Note</emph>: Extraction method: Principal component analysis.</p> <hd id="AN0184273891-38">Reliability and validity</hd> <p>The reliability of the constructs is measured through Cronbach's <emph>α</emph> and composite reliability metrics. Table 4 displays the composite reliability (rho_c) values for the latent variables in the research.</p> <p>In this study, all constructs have outstanding Cronbach's <emph>α</emph> values, ranging from 0.898 (RC) to 0.980 (PS). Both the 'rho_a' and 'rho_c' values are provided, with rho_c being slightly higher than rho_a for all constructs. The rho_c values range from 0.936 (RC) to 0.986 (LS), indicating excellent composite reliability for all constructs. All latent variables in the study (IS, LS, PI, PS, RC, TD and TL) have composite reliability (rho_c) values above the suggested threshold of 0.7, demonstrating good internal reliability. This suggests that the items used to measure each construct are reliable and consistently measuring the same underlying concept. Average variance extracted (AVE) is a measure of convergent validity. Values above 0.5 are desirable, indicating that more than half of the variance observed in the construct is due to its underlying factor. Table 4 shows the AVE values for each construct. The AVE values for all constructs exceed 0.5, demonstrating good convergent validity (Hair et al., Hair Jr et al., [<reflink idref="bib45" id="ref161">45</reflink>]).</p> <p>As demonstrated in Table 4, all constructs have outstanding AVE values, which range from 0.831 (RC) to 0.959 (LS). These high values suggest that the items within each construct share a substantial amount of variance and adequately represent their respective constructs. Table 5 shows the heterotrait–monotrait (HTMT) ratios, which are used to determine discriminant validity in structural equation modelling. Discriminant validity ensures that the constructs or factors in the model are distinct and measure different concepts. To interpret the HTMT results, we typically compare the HTMT ratios with a predefined threshold. A common threshold used in the literature is 0.85 or 0.90. HTMT ratios below this threshold indicate that the hypothesis has discriminant validity, which indicates that they are distinct and measure different concepts. Table 6 and Table 3 reveal that the HTMTs are all less than the 0.85 cutoff value (Hair et al., Hair Jr et al., [<reflink idref="bib45" id="ref162">45</reflink>]).</p> <p>3 TABLE Statistics for outer loading.</p> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left" /><th align="left">IS</th><th align="left">LS</th><th align="left">PS</th><th align="left">RC</th><th align="left">TD</th><th align="left">TEPI</th><th align="left">TL</th></tr></thead><tbody valign="top"><tr><td align="left">IS1</td><td align="left">0.944</td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left">IS2</td><td align="left">0.923</td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left">IS3</td><td align="left">0.949</td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left">LS1</td><td align="left" /><td align="left">0.981</td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left">LS2</td><td align="left" /><td align="left">0.978</td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left">LS3</td><td align="left" /><td align="left">0.979</td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left">PS1</td><td align="left" /><td align="left" /><td align="left">0.964</td><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left">PS2</td><td align="left" /><td align="left" /><td align="left">0.973</td><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left">PS3</td><td align="left" /><td align="left" /><td align="left">0.947</td><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left">PS4</td><td align="left" /><td align="left" /><td align="left">0.966</td><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left">PS5</td><td align="left" /><td align="left" /><td align="left">0.962</td><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left">RC1</td><td align="left" /><td align="left" /><td align="left" /><td align="left">0.936</td><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left">RC2</td><td align="left" /><td align="left" /><td align="left" /><td align="left">0.914</td><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left">RC3</td><td align="left" /><td align="left" /><td align="left" /><td align="left">0.884</td><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left">TD1</td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left">0.957</td><td align="left" /><td align="left" /></tr><tr><td align="left">TD2</td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left">0.909</td><td align="left" /><td align="left" /></tr><tr><td align="left">TD3</td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left">0.945</td><td align="left" /><td align="left" /></tr><tr><td align="left">TEPI1</td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left">0.954</td><td align="left" /></tr><tr><td align="left">TEPI2</td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left">0.958</td><td align="left" /></tr><tr><td align="left">TEPI3</td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left">0.943</td><td align="left" /></tr><tr><td align="left">TL1</td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left">0.946</td></tr><tr><td align="left">TL2</td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left">0.926</td></tr><tr><td align="left">TL3</td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left">0.936</td></tr><tr><td align="left">TL4</td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left">0.944</td></tr></tbody></table> </ephtml> </p> <ulist> <item>2 Abbreviations: IS, Institutional support; LS, leadership support; PS, professional socialisation; RC, role clarity; TD, training and development; TEPI, teacher educator's professional identity; TL, transformative learning.</item> <item>4 TABLE Statistics for reliability and validity.</item> </ulist> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left" /><th align="left">Cronbach's <italic>α</italic></th><th align="left">Composite reliability (rho_a)</th><th align="left">Composite reliability (rho_c)</th><th align="left">Average variance extracted (AVE)</th></tr></thead><tbody valign="top"><tr><td align="left">IS</td><td align="left">0.932</td><td align="left">0.935</td><td align="left">0.957</td><td align="left">0.881</td></tr><tr><td align="left">LS</td><td align="left">0.979</td><td align="left">0.979</td><td align="left">0.986</td><td align="left">0.959</td></tr><tr><td align="left">PS</td><td align="left">0.98</td><td align="left">0.981</td><td align="left">0.984</td><td align="left">0.926</td></tr><tr><td align="left">RC</td><td align="left">0.898</td><td align="left">0.902</td><td align="left">0.936</td><td align="left">0.831</td></tr><tr><td align="left">TD</td><td align="left">0.931</td><td align="left">0.938</td><td align="left">0.956</td><td align="left">0.879</td></tr><tr><td align="left">TEPI</td><td align="left">0.948</td><td align="left">0.948</td><td align="left">0.966</td><td align="left">0.906</td></tr><tr><td align="left">TL</td><td align="left">0.954</td><td align="left">0.956</td><td align="left">0.967</td><td align="left">0.88</td></tr></tbody></table> </ephtml> </p> <ulist> <item>3 Abbreviations: IS, Institutional support; LS, leadership support; PS, professional socialisation; RC, role clarity; TD, training and development; TEPI, teacher educator's professional identity; TL, transformative learning.</item> <item>5 TABLE Statistics for discriminant validity (HTMT).</item> </ulist> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left" /><th align="left">IS</th><th align="left">LS</th><th align="left">PS</th><th align="left">RC</th><th align="left">TD</th><th align="left">TEPI</th></tr></thead><tbody valign="top"><tr><td align="left">IS</td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left">LS</td><td align="left">0.447</td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left">PS</td><td align="left">0.466</td><td align="left">0.324</td><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left">RC</td><td align="left">0.531</td><td align="left">0.601</td><td align="left">0.418</td><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left">TD</td><td align="left">0.441</td><td align="left">0.508</td><td align="left">0.27</td><td align="left">0.483</td><td align="left" /><td align="left" /></tr><tr><td align="left">TEPI</td><td align="left">0.595</td><td align="left">0.503</td><td align="left">0.366</td><td align="left">0.528</td><td align="left">0.54</td><td align="left" /></tr><tr><td align="left">TL</td><td align="left">0.525</td><td align="left">0.474</td><td align="left">0.374</td><td align="left">0.596</td><td align="left">0.493</td><td align="left">0.576</td></tr></tbody></table> </ephtml> </p> <ulist> <item>4 Abbreviations: HTMT, Heterotrait–monotrait; IS, institutional support; LS, leadership support; PS, professional socialisation; RC, role clarity; TD, training and development; TEPI, teacher educator's professional identity; TL, transformative learning.</item> <item>6 TABLE Statistics for discriminant validity (Fornell–Larcker tests).</item> </ulist> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left" /><th align="left">IS</th><th align="left">LS</th><th align="left">PS</th><th align="left">RC</th><th align="left">TD</th><th align="left">TEPI</th><th align="left">TL</th></tr></thead><tbody valign="top"><tr><td align="left">IS</td><td align="left">0.939</td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left">LS</td><td align="left">0.428</td><td align="left">0.979</td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left">PS</td><td align="left">0.445</td><td align="left">0.318</td><td align="left">0.962</td><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left">RC</td><td align="left">0.488</td><td align="left">0.564</td><td align="left">0.393</td><td align="left">0.911</td><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left">TD</td><td align="left">0.413</td><td align="left">0.484</td><td align="left">0.259</td><td align="left">0.443</td><td align="left">0.937</td><td align="left" /><td align="left" /></tr><tr><td align="left">TEPI</td><td align="left">0.561</td><td align="left">0.485</td><td align="left">0.353</td><td align="left">0.488</td><td align="left">0.508</td><td align="left">0.952</td><td align="left" /></tr><tr><td align="left">TL</td><td align="left">0.498</td><td align="left">0.459</td><td align="left">0.362</td><td align="left">0.554</td><td align="left">0.467</td><td align="left">0.548</td><td align="left">0.938</td></tr></tbody></table> </ephtml> </p> <ulist> <item>5 <emph>Note</emph>: The bold numerical values on the diagonal represent the square root of AVE.</item> <item>6 Abbreviations: IS, Institutional support; LS, leadership support; PS, professional socialisation; RC, role clarity; TD, training and development; TEPI, teacher educator's professional identity; TL, transformative learning.</item> <item>7 TABLE Statistics for model fit.</item> </ulist> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left" /><th align="left">Saturated model</th><th align="left">Estimated model</th></tr></thead><tbody valign="top"><tr><td align="left">Standardised root mean square residual</td><td align="left">0.03</td><td align="left">0.061</td></tr><tr><td align="left">d_ULS</td><td align="left">0.268</td><td align="left">1.104</td></tr><tr><td align="left">d_G</td><td align="left">0.463</td><td align="left">0.479</td></tr><tr><td align="left">χ<sup>2</sup></td><td align="left">1481.602</td><td align="left">1480.307</td></tr><tr><td align="left">NFI</td><td align="left">0.908</td><td align="left">0.909</td></tr></tbody></table> </ephtml> </p> <p>8 TABLE Statistics for hypothesis testing.</p> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left" /><th align="left">Original sample (O)</th><th align="left">Sample mean (M)</th><th align="left">Standard deviation (STDEV)</th><th align="left"><italic>T‐</italic>Statistics (|O/STDEV|)</th><th align="left"><italic>p‐</italic>Values</th></tr></thead><tbody valign="top"><tr><td align="left">LS→RC</td><td align="left">0.402</td><td align="left">0.404</td><td align="left">0.047</td><td align="left">8.483</td><td align="left">0</td></tr><tr><td align="left">LS→TL</td><td align="left">0.117</td><td align="left">0.116</td><td align="left">0.062</td><td align="left">1.902</td><td align="left">0.029</td></tr><tr><td align="left">PS→RC</td><td align="left">0.216</td><td align="left">0.215</td><td align="left">0.048</td><td align="left">4.512</td><td align="left">0</td></tr><tr><td align="left">PS→TL</td><td align="left">0.135</td><td align="left">0.135</td><td align="left">0.041</td><td align="left">3.279</td><td align="left">0.001</td></tr><tr><td align="left">RC→TEPI</td><td align="left">0.129</td><td align="left">0.131</td><td align="left">0.045</td><td align="left">2.87</td><td align="left">0.002</td></tr><tr><td align="left">RC→TL</td><td align="left">0.335</td><td align="left">0.335</td><td align="left">0.054</td><td align="left">6.219</td><td align="left">0</td></tr><tr><td align="left">TD→RC</td><td align="left">0.192</td><td align="left">0.192</td><td align="left">0.043</td><td align="left">4.429</td><td align="left">0</td></tr><tr><td align="left">TD→TL</td><td align="left">0.227</td><td align="left">0.227</td><td align="left">0.053</td><td align="left">4.316</td><td align="left">0</td></tr><tr><td align="left">TL→TEPI</td><td align="left">0.254</td><td align="left">0.251</td><td align="left">0.054</td><td align="left">4.666</td><td align="left">0</td></tr></tbody></table> </ephtml> </p> <ulist> <item>7 Abbreviations: IS, Institutional support; LS, leadership support; PS, professional socialisation; RC, role clarity; TD, training and development; TEPI, teacher educator's professional identity; TL, transformative learning.</item> <item>9 TABLE Moderating effects of IS on TL—TEPI nexus.</item> </ulist> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left" /><th align="left">Original sample (O)</th><th align="left">Sample mean (M)</th><th align="left">Standard deviation (STDEV)</th><th align="left"><italic>T‐</italic>Statistics (|O/STDEV|)</th><th align="left"><italic>p‐</italic>Values</th></tr></thead><tbody valign="top"><tr><td align="left">IS→TEPI</td><td align="left">0.335</td><td align="left">0.337</td><td align="left">0.053</td><td align="left">6.271</td><td align="left">0</td></tr><tr><td align="left">TL→TEPI</td><td align="left">0.254</td><td align="left">0.251</td><td align="left">0.054</td><td align="left">4.666</td><td align="left">0</td></tr><tr><td align="left">IS × TL→TEPI</td><td align="left">−0.121</td><td align="left">−0.117</td><td align="left">0.051</td><td align="left">2.352</td><td align="left">0.009</td></tr></tbody></table> </ephtml> </p> <ulist> <item>8 Abbreviations: IS, Institutional support; LS, leadership support; PS, professional socialisation; RC, role clarity; TD, training and development; TEPI, teacher educator's professional identity; TL, transformative learning.</item> <item>10 TABLE Moderating effects of IS on RC—TEPI nexus.</item> </ulist> <p> <ephtml> <table><tbody valign="top"><tr><td align="left">IS→TEPI</td><td align="left">0.335</td><td align="left">0.337</td><td align="left">0.053</td><td align="left">6.271</td><td align="left">0</td></tr><tr><td align="left">RC→TEPI</td><td align="left">0.129</td><td align="left">0.131</td><td align="left">0.045</td><td align="left">2.87</td><td align="left">0.002</td></tr><tr><td align="left">IS × RC→TEPI</td><td align="left">0.012</td><td align="left">0.009</td><td align="left">0.05</td><td align="left">0.247</td><td align="left">0.403</td></tr></tbody></table> </ephtml> </p> <ulist> <item>9 Abbreviations: IS, Institutional support; RC, role clarity; TEPI, teacher educator's professional identity.</item> <item>11 TABLE Mediation tests.</item> </ulist> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left" /><th align="left">Original sample (O)</th><th align="left">Sample mean (M)</th><th align="left">Standard deviation (STDEV)</th><th align="left"><italic>T‐</italic>Statistics (|O/STDEV|)</th><th align="left"><italic>p‐</italic>Values</th></tr></thead><tbody valign="top"><tr><td align="left">Panel A: Total direct impact</td></tr><tr><td align="left">LS→TEPI</td><td align="left">0.111</td><td align="left">0.112</td><td align="left">0.025</td><td align="left">4.432</td><td align="left">0</td></tr><tr><td align="left">PS→TEPI</td><td align="left">0.079</td><td align="left">0.079</td><td align="left">0.019</td><td align="left">4.234</td><td align="left">0</td></tr><tr><td align="left">TD→TEPI</td><td align="left">0.1</td><td align="left">0.099</td><td align="left">0.021</td><td align="left">4.846</td><td align="left">0</td></tr><tr><td align="left">Panel B: Indirect impact</td></tr><tr><td align="left">LS→RC→TEPI</td><td align="left">0.043</td><td align="left">0.044</td><td align="left">0.023</td><td align="left">1.879</td><td align="left">0.03</td></tr><tr><td align="left">TD→TL→TEPI</td><td align="left">0.079</td><td align="left">0.078</td><td align="left">0.018</td><td align="left">4.327</td><td align="left">0</td></tr><tr><td align="left">PS→RC→TEPI</td><td align="left">0.023</td><td align="left">0.023</td><td align="left">0.012</td><td align="left">1.867</td><td align="left">0.031</td></tr><tr><td align="left">TD→RC→TEPI</td><td align="left">0.02</td><td align="left">0.02</td><td align="left">0.011</td><td align="left">1.805</td><td align="left">0.036</td></tr><tr><td align="left">LS→TL→TEPI</td><td align="left">0.069</td><td align="left">0.069</td><td align="left">0.022</td><td align="left">3.125</td><td align="left">0.001</td></tr><tr><td align="left">PS→TL→TEPI</td><td align="left">0.057</td><td align="left">0.056</td><td align="left">0.017</td><td align="left">3.412</td><td align="left">0</td></tr></tbody></table> </ephtml> </p> <ulist> <item>10 <emph>Note</emph>: For all direct and indirect relations, if both are significant it means that it partially mediates.</item> <item>11 Abbreviations: IS, Institutional support; LS, leadership support; PS, professional socialisation; RC, role clarity; TD, training and development; TEPI, teacher educator's professional identity; TL, transformative learning.</item> </ulist> <p>The Fornell–Larcker criterion is a widely used measure to assess discriminant validity in structural equation modelling. It stipulates that the square root of the AVE for each construct must be bigger than the correlations between that construct and any other construct in the model. Table 6 demonstrates the tests results for Fornell–Lacker criterion. The IS construct has a square root of AVE of 0.939, which is greater than its relationships with the other constructs (LS, 0.428; PS, 0.445; RC, 0.488; TD, 0.413; TEPI, 0.561; and TL, 0.498), demonstrating discriminant validity. Similarly, LS, PS, RC, TD, TEPI and TL all exhibit square roots of AVE larger than their relationships with other constructs, indicating they also possess discriminant validity, as shown in Table 6.</p> <p>By satisfying the Fornell–Larcker criterion, the results provide evidence of discriminant validity for all constructs in the model.</p> <hd id="AN0184273891-39">Assessment of structural model</hd> <p>According to Henseler and Schuberth ([<reflink idref="bib52" id="ref163">52</reflink>]), Confirmatory composite analysis emerges as a suitable technique for assessing the connections between the composites within the research model and the corresponding study variables. This analysis employs bootstrapping generating a distribution of discrepancies from both the saturated and estimated models. To compare the estimated distance derived from the original dataset to the critical value from the reference distribution, evaluations were conducted using geodesic distance, unweighted least squares distance and standardised root mean square residual (SRMR). Table 7 presents various model fit statistics used to assess the calculated model's general fit when using SEM.</p> <p>A good fit is shown by the saturated model's SRMR value of 0.03. The predicted model's SRMR value is 0.061, falling within a reasonable range. A better match is indicated by lower SRMR values, with values around 0.08 typically seen as favourable. The SRMR is presented by Henseler et al. ([<reflink idref="bib51" id="ref164">51</reflink>]) as a goodness of fit metric for PLS‐SEM that can be used.</p> <p>For the saturated model, the <emph>χ</emph><sups>2</sups> value is 1481.602. The calculated model's <emph>χ</emph><sups>2</sups> value is 1480.307, which is somewhat less than the saturated model. A better match is typically indicated by lower <emph>χ</emph><sups>2</sups> values. For the saturated model, the proposed threshold of 0.90 is not far from the Normed fit index value of 0.908. The estimated model's NFI value is 0.909, which is acceptable and marginally more than the saturated model. A better match is indicated by NFI values that are closer to 1. The NFI values range from 0 to 1. In general, values greater than 0.90 are regarded as appropriate. Overall, the model fit statistics suggest a reasonably good fit for the estimated model. The SRMR value is within a satisfactory range. The NFI value meets the recommended threshold, further supporting the model's fit.</p> <hd id="AN0184273891-40">Hypothesis testing</hd> <p>The results of the hypothesis test are shown in Table 8. The findings reveal that LS positively influences the RC of Teacher Educators (<emph>β</emph> = 0.402, <emph>t</emph> = 8.483, <emph>ρ</emph> < 0.01). Leadership support has a significant positive consequence on TL (<emph>β</emph> = 0.117, <emph>t</emph> = 1.902, <emph>ρ</emph> = 0.029). Professional socialisation has a significant positive effect on RC (<emph>β</emph> = 0.216, <emph>t</emph> = 4.512, <emph>ρ</emph> = 0.000). Professional socialisation has a significant positive effect on TL (<emph>β</emph> = 0.135, <emph>t</emph> = 3.279, <emph>ρ</emph> < 0.05), supporting the hypothesis. Training and development has a significant positive effect on RC (<emph>β</emph> = 0.192, <emph>t</emph> = 4.429, <emph>ρ</emph> < 0.05), supporting the hypothesis. Training and development has a significant positive effect on TL (<emph>β</emph> = 0.227, <emph>t</emph> = 4.316, <emph>ρ</emph> < 0.05), supporting the hypothesis. Role clarity has a significant positive effect on TEPI (<emph>β</emph> = 0.129, <emph>t</emph> = 2.870, <emph>ρ</emph> < 0.05), supporting the hypothesis. The analysis indicates that RC has a significant positive effect on TL (<emph>β</emph> = 0.335, <emph>t</emph> = 6.219, <emph>ρ</emph> < 0.05), supporting the hypothesis. The results suggest that TL has a significant positive effect on TEPI (<emph>β</emph> = 0.254, <emph>t</emph> = 4.666, <emph>ρ</emph> < 0.05), supporting the hypothesis. Overall, the results of hypothesis testing indicate that all the hypothesised relationships in the model are statistically significant according to <emph>t</emph>‐statistics and <emph>p</emph>‐values less than 0.05 exceeding the critical value. The positive path coefficients (original sample) suggest positive relationships between the respective constructs.</p> <hd id="AN0184273891-41">Moderation analysis</hd> <p>Tables 9 and 10 present the results of moderation analysis, which examines the influence of a moderator variable IS on the relationships between TL and RC, the independent variables, and TEPI, the dependent variable. Direct effects of TL and institutional support on TEPI are significant (<emph>p</emph>‐values < 0.05). However, the interaction effect (IS × TL → TEPI) is also significant (<emph>p</emph>‐value = 0.009), with a negative path coefficient (−0.121). This result suggests that IS moderates (weakens) the positive relationship between TL and TEPI. The same is shown in Figure 2. The moderating effect of IS on the relationship between TEPI and RC (Role Clarity) comes out to be insignificant.</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/BED/01apr25/berj4106-fig-0002.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="berj4106-fig-0002.jpg" title="2 Moderation analysis chart (moderating effect of institutional support on the transformative learning–teachers educator's professional identity nexus). [Colour figure can be viewed at wileyonlinelibrary.com]" /> </p> <p></p> <hd id="AN0184273891-43">Mediation analysis</hd> <p>Panel A of Table 11 shows the direct relationships between independent variables (LS, PS, TD) and the dependent variable (TEPI). Panel B of Table 11 shows an in‐depth analysis of the specific indirect effects of organisational factors (PS, TD, LS) on the TEPI in Pakistan. This analysis, grounded in SEM, also considers the roles of TL and RC as mediators. All direct and indirect relationships in the study are significant. This indicates that leadership support, professional socialisation and training and development all directly influence teacher educators' professional identity. Additionally, these relationships are also influenced through the mediators of role clarity and transformative learning. Since both direct and indirect paths are substantial, it suggests partial mediation.</p> <hd id="AN0184273891-44">DISCUSSION ON RESULTS, IMPLICATIONS AND CONCLUSION</hd> <p></p> <hd id="AN0184273891-45">Key findings and conclusion</hd> <p>It could be beneficial to investigate the various facets of professional identity in order to comprehend the ways in which various shaping variables impact educators' professional identities. This study revealed several significant findings pertinent to the professional development and identity formation of teacher educators within educational institutions. Leadership support was found to positively influence both role clarity and transformative learning among teacher educators, ultimately contribute to the development of their professional identity (Brown & Brown, [<reflink idref="bib15" id="ref165">15</reflink>]; Smith & Peterson, [<reflink idref="bib94" id="ref166">94</reflink>]). Similarly, training and development programmes were associated with increased role clarity and transformative learning, leading to a stronger professional identity among educators (Parker et al., ; Wilson & Dunn, [<reflink idref="bib109" id="ref167">109</reflink>]). Professional socialisation emerged as another significant factor positively influencing both role clarity and transformative learning experiences among educators, thereby shaping their professional identity (Adams & Rogers, [<reflink idref="bib2" id="ref168">2</reflink>]; Johnson & Davis, [<reflink idref="bib56" id="ref169">56</reflink>]). Moreover, the study highlighted the foundational role of role clarity in shaping educators' professional identity. Clear understanding of roles and responsibilities was positively associated with a stronger professional identity among teacher educators. Additionally, transformative learning experiences were found to be a powerful catalyst for the development of a strong professional identity. Through critical reflection and collaborative inquiry, educators underwent transformative experiences that positively influenced their professional identity. While supportive institutional structures can enhance role clarity and transformative learning, they may also influence professional identity development in nuanced ways (Wilson et al., Wilson & Brown, [<reflink idref="bib108" id="ref170">108</reflink>]; Thomas & Davis, [<reflink idref="bib99" id="ref171">99</reflink>]). However, our study could not prove it empirically. It could be because of poor institutional infrastructure of Pakistani HEIs or demanding the wrong role of teacher educators. Overall, these findings highlight the complex interplay between individual experiences, organisational contexts, and professional identity development among teacher educators.</p> <p>In conclusion, our investigation sheds light on the intricate processes inherent in shaping the professional identity of teacher educators within the context of Pakistani higher education institutions. The principal findings of this inquiry reveal that the cultivation of professional identity among teacher educators is instigated by certain triggers, namely leadership support, professional socialisation and training and development initiatives. These catalysts engender role clarity and facilitate transformative learning, collectively termed as psychological arousals, thereby fostering the development of professional identity. This underscores a sequential relationship wherein the triggering factors exert influence on the psychological arousals, which in turn contribute to the evolution of professional identity. By addressing key research questions and hypotheses, our findings offer valuable insights into the factors influencing teacher educators' professional development and identity formation.</p> <hd id="AN0184273891-46">Theoretical implications</hd> <p>The study's conclusions have important theoretical ramifications for our comprehension of professional identity formation among teacher educators. By elucidating the role of various triggering factors such as leadership support, professional socialisation, and training and development in initiating the development of professional identity, this research contributes to the theoretical framework surrounding professional identity construction. Moreover, the identification of role clarity and transformative learning as crucial components, collectively termed as psychological arousals, adds depth to existing theoretical perspectives on professional identity development. This study underscores the importance of recognising the sequential relationship between triggering factors and psychological arousals in the process of professional identity formation among teacher educators, thereby enriching theoretical discourse in this area.</p> <p>The findings of the study offer theoretical contributions to the constructivism theory in several ways. Firstly, they validate the principles of constructivism by demonstrating how individuals construct knowledge and identity through interactions with their environment. Specifically, the identification of triggers such as leadership support, professional socialisation, and training and development initiatives as catalysts for professional identity development aligns with the constructivist notion of meaningful interactions and experiences facilitating learning. Secondly, the study applies the constructivist framework to understand the intricate processes involved in shaping the professional identity of teacher educators. Thirdly, the concept of transformative learning, identified as a key component of professional identity development, resonates with constructivist perspectives that emphasise the transformative nature of learning experiences. Finally, the study elucidates a sequential relationship wherein triggering factors influence psychological arousals, which in turn contribute to the evolution of professional identity. This sequential relationship aligns with constructivist theories, which emphasise the dynamic and iterative nature of knowledge construction and identity development. Overall, the findings contribute to the constructivism theory by providing empirical support for its principles, applying its framework to understand professional identity formation, highlighting the role of transformative learning and elucidating a sequential relationship consistent with constructivist perspectives on learning and identity.</p> <hd id="AN0184273891-47">Implications for practice</hd> <p>This study's findings have significant practical implications for educational leaders, policymakers and practitioners engaged in teacher educators' professional development. By prioritising leadership support, training and development initiatives, and opportunities for professional socialisation, higher educational institutions can create supportive environments conducive to teacher educators' professional growth and identity formation. Furthermore, fostering a culture of institutional support in the right direction can strengthen the positive relationship between role clarity, transformative learning and professional identity, ultimately enhancing teacher educators' effectiveness and job satisfaction.</p> <p>Higher education institutions should arrange regular training and development programmes for teacher educators to provide targeted opportunities for learning and growth, contributing to increased role clarity and transformative learning. By investing in high‐quality training and development initiatives, institutions can equip teacher educators with the necessary knowledge, skills and competencies to excel in their roles and make meaningful contributions to the field of education. Additionally, opportunities for professional socialisation should be created to fostering a sense of belonging and community among teacher educators. Institutions can facilitate collaboration, networking and mentorship opportunities that allow educators to engage in shared learning experiences and exchange best practices. By fostering a culture of collaboration and collegiality, institutions can promote peer support and mentorship, which are essential for educators' professional growth and identity formation. Furthermore, Pakistani HEIs should give institutional support to teacher educators to build their role as teacher educators, not as academic researchers or teacher of the subjects.</p> <hd id="AN0184273891-48">Limitations and suggestions for future research</hd> <p>Although this study has made vital contributions, it is important to acknowledge several limitations. The data's cross‐sectional nature restricts our capacity to establish causality or analyse long‐term patterns in the development of professional identity among teacher educators. Future research could employ longitudinal designs to track teacher educators' professional development over time and explore the dynamic nature of identity construction within different educational contexts. Additionally, while our study focused on the role of organisational factors and institutional support in shaping professional identity, future research could explore additional factors such as individual characteristics, contextual influences, organisational culture and socio‐cultural factors to provide a more comprehensive understanding of teacher educators' professional identity formation. We leave the question of whether future technological revolution would bring any change in professional identity of teacher educators for future researchers. Moving forward, continued research in this area will be essential for advancing our understanding of teacher educators' professional growth and effectiveness, informing evidence‐based practices and policies aimed at supporting their crucial role in shaping the future of education.</p> <hd id="AN0184273891-49">ETHICS STATEMENT</hd> <p>The authors declare there is no conflict of interest.</p> <hd id="AN0184273891-50">FUNDING INFORMATION</hd> <p>This work was supported by grants from BNU First‐Class Education Discipline Plan (Grant Number: kyb‐27xey) and National Social Science Fund Youth Project in Education Studies: Constructing and Implementing a Dynamic Quality Enhancement Monitoring System for M.Ed. Teacher Preparation Programs to Fortify the Basic Education Teacher Workforce (Grant Number: CRA240315)</p> <hd id="AN0184273891-51">CONFLICT OF INTEREST STATEMENT</hd> <p>The authors declare there is no conflict of interest.</p> <hd id="AN0184273891-52">DATA AVAILABILITY STATEMENT</hd> <p>Data is available on reasonable request. The data that support the findings of this study are available on request from the corresponding author. The data are not publicly available owing to privacy or ethical restrictions.</p> <ref id="AN0184273891-53"> <title> REFERENCES </title> <blist> <bibl id="bib1" idref="ref47" type="bt">1</bibl> <bibtext> Abdal‐Haqq, I. (1998). Constructivism in teacher education: Considerations for those who would link practice to theory. ERIC Digest.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref154" type="bt">2</bibl> <bibtext> Adams, G., & Rogers, M. (2018). Cultivating a culture of professional socialization to enhance teacher educators' professional growth. 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Header DbId: eric
DbLabel: ERIC
An: EJ1466176
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Organizational and Psychological Factors in Teacher Educators' Professional Identity Development: An Empirical Analysis
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Umm+E%2E+Farwa%22">Umm E. Farwa</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0007-8928-970X">0009-0007-8928-970X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Qiong+Li%22">Qiong Li</searchLink><br /><searchLink fieldCode="AR" term="%22Juyan+Ye%22">Juyan Ye</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1243-0484">0000-0002-1243-0484</externalLink>)<br /><searchLink fieldCode="AR" term="%22Muhammad+Kaleem+Khan%22">Muhammad Kaleem Khan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5552-0650">0000-0001-5552-0650</externalLink>)<br /><searchLink fieldCode="AR" term="%22Salman+Zulfiqar%22">Salman Zulfiqar</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22British+Educational+Research+Journal%22"><i>British Educational Research Journal</i></searchLink>. 2025 51(2):869-896.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 28
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Teacher+Educators%22">Teacher Educators</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Identity%22">Professional Identity</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Patterns%22">Psychological Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Socialization%22">Socialization</searchLink><br /><searchLink fieldCode="DE" term="%22Role+Perception%22">Role Perception</searchLink><br /><searchLink fieldCode="DE" term="%22Arousal+Patterns%22">Arousal Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership%22">Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Transformative+Learning%22">Transformative Learning</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1002/berj.4106
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0141-1926<br />1469-3518
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This paper proposes a research model that explores and tests a mediated moderation model of teacher educator's professional identity (TEPI). The model assesses the link between (a) triggering factor (leadership support, professional socialisation, training & development) and TEPI; (b) psychological arousals (role clarity and transformative learning) and TEPI; and (c) institutional support as a moderator of the effect of aforesaid psychological arousals on TEPI. We used cross-sectional data to gauge these relationships via data obtained from teachers' educators from higher education institutes in Pakistan. Most of the hypothesised associations are supported, and the model we proposed is viable. Leadership support, professional socialisation, and training and development of teacher educators ignite the development process of teacher educators, whereas role clarity and transformative learning positively moderate the aforementioned relationship. However, this study could not find a constructive role of institutional support in the role clarity--TEPI and transformative learning--TEPI nexuses.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1466176
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1466176
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1002/berj.4106
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 28
        StartPage: 869
    Subjects:
      – SubjectFull: Teacher Educators
        Type: general
      – SubjectFull: Professional Identity
        Type: general
      – SubjectFull: Psychological Patterns
        Type: general
      – SubjectFull: Socialization
        Type: general
      – SubjectFull: Role Perception
        Type: general
      – SubjectFull: Arousal Patterns
        Type: general
      – SubjectFull: Leadership
        Type: general
      – SubjectFull: Transformative Learning
        Type: general
    Titles:
      – TitleFull: Organizational and Psychological Factors in Teacher Educators' Professional Identity Development: An Empirical Analysis
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Umm E. Farwa
      – PersonEntity:
          Name:
            NameFull: Qiong Li
      – PersonEntity:
          Name:
            NameFull: Juyan Ye
      – PersonEntity:
          Name:
            NameFull: Muhammad Kaleem Khan
      – PersonEntity:
          Name:
            NameFull: Salman Zulfiqar
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 04
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 0141-1926
            – Type: issn-electronic
              Value: 1469-3518
          Numbering:
            – Type: volume
              Value: 51
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: British Educational Research Journal
              Type: main
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