Aker, S., Dündar, C., & Pekşen, Y. (2005). Two vital concepts of measurement instruments: Validity and reliability. Ondokuz Mayis Universitesi Tip Dergisi, 22(1), 50–60.

Akkerman, S. F., & Meijer, P. C. (2011). A dialogical approach to conceptualizing teacher identity. Teaching and Teacher Education, 27, 308–319. https://doi.org/10.1016/j.tate.2010.08.013

Alijanian, E. (2012). Experienced versus inexperienced EFL teachers beliefs of self-efficacy: The case of public and private sectors. Mediterranean Journal of Social Sciences, 3(3), 257-262. https://doi.org/10.5901/mjss.2012.v3n3p257

Arifin, M. A. (2017). The teaching methodology and assessment of character education in Indonesian English curriculum: Teacher's perceptions . Asian EFL Journal, 10, 12–28.

Arteaga, C. A., & Ugarte, A. M. C. (2015). Identities in emergency: The other side of the reconstruction. The case of Chaitén. Magallania, 43(3), 107–123. https://doi.org/10.4067/s0718-22442015000300009

Bahmani, M., Bijani, M., Fereidouni, Z., Dehghan, A., & Modreki, A. (2025). Investigating the impact of interdisciplinary training programs on self-efficacy and life satisfaction among Hemodialysis patients: a randomized controlled clinical trial. BMC Nephrology, 26(1). https://doi.org/https://doi.org/10.1186/s12882-025-04218-9

Ballantyne, J., & Retell, J. (2020). Teaching careers: Exploring links between well-being, burnout, self-efficacy and praxis shock. Frontiers in Psychology, 10, Article 2255. https://doi.org/10.3389/fpsyg.2019.02255

Barba-Reynoso, D. (2025). A Schützian approach to the development of the stock of knowledge and identity of high school teachers: A phenomenological study in Guadalajara, Mexico. Schutzian Research, 17, 103–126. https://doi.org/10.5840/SCHUTZ2025176

Barnes, A. E., Zuilkowski, S. S., Mekonnen, D., & Ramos-Mattoussi, F. (2018). Improving teacher training in Ethiopia: Shifting the content and approach of pre-service teacher education. Teaching and Teacher Education, 70, 1–11. https://doi.org/10.1016/j.tate.2017.11.004

Beka, A., & Gjelaj, M. (2025). Understanding early childhood teachers’ identity – examining the relationship between identity constructs and key variables. Educational Process: International Journal, 15, Article e2025166. https://doi.org/10.22521/edupij.2025.15.166

Buchanan, J. (2015). Metaphors as two-way mirrors: Illuminating preservice to in-service teacher identity development. Australian Journal of Teacher Education (Online), 40(10), 33–50.

Cai, Z., Zhu, J., & Tian, S. (2022). Preservice teachers’ teaching internship affects professional identity: Self-efficacy and learning engagement as mediators. Frontiers in Psychology, 13, Article 1070763. https://doi.org/10.3389/fpsyg.2022.1070763

Chien, S. C. (2019). Toward an understanding of high school in-service English teachers’ identities in their professional development. Asia Pacific Education Review, 20(3), 391–405. https://doi.org/10.1007/s12564-019-09582-4

Clarke, S. E. J. D. (2025). Enhancing pre-service teachers’ preparedness for professional experience placement and employment: Authentic school-university partnership opportunities. Australian Journal of Teacher Education, 50(3), 121–145. https://doi.org/10.14221/1835-517X.6974

Dallasheh, W., Zubeidat, I., Abu-Asaad, I., Awad, N., & Masri, S. (2024). How self-efficacy shapes professional identity among novice Arab teachers? Intercultural Education, 35(6), 715–733. https://doi.org/DOI: 10.1080/14675986.2024.2421058

Day, C., Kington, A., Stobart, G., & Sammons, P. (2006). The personal and professional selves of teachers: Stable and unstable identities. British Educational Research Journal, 32(4), 601-616. https://doi.org/https://doi.org/10.1080/01411920600775316

Desianti, C. L., & Rahayuningsih, T. (2022). Sekolah Penggerak and Guru Penggerak evaluation policy as pioneers of changes in the education system in the new paradigm curriculum. Pedagonal: Jurnal Ilmiah Pendidikan, 6(1), 128–140. https://doi.org/https://doi.org/10.55215/pedagonal.v6i1.4936

Dixon, C. E., Russell, J. A., & Buchanan, A. (2023). Praxis as critical reflection and transformative action: a self-study after teaching PE at a youth development center. Sport, Education and Society, 28(4), 407–419. https://doi.org/https://doi.org/10.1080/13573322.2022.2031952

Dryaeva, E. D., & Kanaev, I. A. (2020). Individual and social determinants for the formation of identity: A comparative analysis of research strategies. Vestnik Sankt-Peterburgskogo Universiteta, Filosofiia i Konfliktologiia, 36(4), 621-633. https://doi.org/10.21638/SPBU17.2020.402

Eales, S., & Bradley, A. (2018). Developing a professional identity as a teacher. In Thriving as a Professional Teacher: How to be a Principled Professional (pp. 39–56). https://doi.org/10.4324/9781315206219-4

El-Soussi, A. (2022). The shift from face-to-face to online teaching due to COVID-19: Its impact on higher-education faculty members' professional identity. International Journal of Educational Research Open, 3, Article 100139. https://doi.org/10.1016/j.ijedro.2022.100139

El-Soussi, A. (2025). Teacher identity continuum: A framework for online teacher identity shifts. International Journal of Educational Research Open, 8, Article 100411. https://doi.org/10.1016/j.ijedro.2024.100411

Erdem Coşgun, G., & Savaş, P. (2023). Unveiling the metamorphosis: English teachers’ shifting identity in the context of post-COVID-19 distance education. Novitas-ROYAL, 17(2), 66–79. https://doi.org/https://doi.org/10.5281/zenodo.10015822

Faridah¹, F., Retnaningdyah, P., & Mustofa, A. (2023). Exploring novice teachers' professional identity in the. Proceedings of the 4th International Conference on English Language Teaching (ICON-ELT 2023),

Farnia, V., Asadi, R., Abdoli, N., Radmehr, F., Alikhani, M., Khodamoradi, M., Behrouz, B., & Salemi, S. (2020). Psychometric properties of the Persian version of General Self-Efficacy Scale (GSES) among substance abusers the year 2019–2020 in Kermanshah city. Clinical Epidemiology and Global Health, 8(3), 949–953.

Gao, X. (2019). A statistical study of the impact of active learning on students’ learning attitudes toward physics based on the class-phys survey. International Journal of Information and Education Technology, 9(12), 849–853. https://doi.org/10.18178/ijiet.2019.9.12.1316

García, K. A., & Navarro-Ibáñez, M. (2025). Teacher self-efficacy in Northern Chile: challenges in instructional strategies. International Journal of Learning, Teaching and Educational Research, 24(1), 315–334. https://doi.org/10.26803/ijlter.24.1.16

Ghaleh, R. J., Mohsenipouya, H., Hosseinnataj, A., Al‐Mamun, F., & Mamun, M. A. (2024). Job satisfaction and the role of self‐esteem and self‐efficacy: A cross‐sectional study among Iranian nurses. Nursing Open, 11(6), e2215.

Graf, A., Müller, L., Waltermann, H., Zimmer, F., & Hess, T. (2023). Exploring digital transformation's impact on organizational identity with an archetype framework. Proceedings of the Annual Hawaii International Conference on System Sciences,

Halvorsen, Ø. W. (2021). Identity negotiations in the polyphonic world of Norwegian language arts teaching. Acta Didactica Norden, 15(2), Article 10. https://doi.org/10.5617/adno.7889

Hartz, S., Beuße, M., & Aust, K. (2025). Teaching-related self-efficacy of teachers at universities and its development as a result of university teachers’ didactic training. Zeitschrift für Erziehungswissenschaft. https://doi.org/10.1007/s11618-025-01295-2

Hidayati, N. (2023). Pengaruh prestasi coaching, konseling, dan mentoring terhadap kinerja Guru Penggerak Angkatan II di Kabupaten Kebumen. Media Manajemen Pendidikan, 6(1), 43–55.

Huang, C. J. L., & Oga-Baldwin, W. L. Q. (2015). Assessing outcomes of teacher education: Quantitative case studies from individual Taiwanese and Japanese teacher training institutions. Asia-Pacific Education Researcher, 24(4), 579–589. https://doi.org/10.1007/s40299-014-0203-4

Im, J. H. (2022). Identity negotiation of a Korean English language teacher during two years of compulsory military service. Journal of Language, Identity and Education. https://doi.org/10.1080/15348458.2022.2041019

Jia, H., & Derakhshan, A. (2023). Chinese English teachers’ professional identity and commitment and their associations with their professional success. Porta Linguarum, 2023(2023), 47–64. https://doi.org/10.30827/portalin.vi2023c.29625

Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi. (2022). Capaian pembelajaran pada pendidikan anak usia dini, jenjang pendidikan dasar, dan jenjang menengah pada Kurikulum Merdeka. https://litbang.kemdikbud.go.id

Kimberlin, C. L., & Winterstein, A. G. (2008). Validity and reliability of measurement instruments used in research. American Journal of Health-System Pharmacy, 65(23), 2276–2284. https://doi.org/10.2146/ajhp070364

Kiran, F., Ayub, R., Rauf, A., & Zahoor, A. (2023). Transforming professional identity of medical teachers in Pakistan by a certificate program in health professions education: a thematic analysis of reflective essays. Frontiers in Medicine, 10, Article 1323075. https://doi.org/10.3389/fmed.2023.1323075

Kneen, J., Breeze, T., Thayer, E., John, V., & Davies-Barnes, S. (2023). Pioneer teachers: How far can individual teachers achieve agency within curriculum development? Journal of Educational Change, 24(2), 243–264. https://doi.org/10.1007/s10833-021-09441-3

Kolomitro, K., Laverty, C., & Lee, E. A. (2020). Making learning visible: Research methods to uncover learning processes. In Critical Issues in the Future of Learning and Teaching (Vol. 19, pp. 154–172). https://doi.org/10.1163/9789004436657_009

Kusumah, W., & Alawiyah, T. (2021). Guru Penggerak: Mendorong gerak maju pendidikan nasional. Penerbit Andi.

Kwan, T., & Lopez-Real, F. (2010). Identity formation of teacher-mentors: An analysis of contrasting experiences using a Wengerian matrix framework. Teaching and Teacher Education, 26(3), 722–731. https://doi.org/10.1016/j.tate.2009.10.008

Lavanga, A., Baldini, R., & Guarini, P. (2024). How to assess job satisfaction and self-efficacy in teachers’ professional training with “best” questionnaire: A perspective article. Communications in Computer and Information Science,

Luo, X., Alias, B. S., & Adnan, N. H. (2024). Exploring the Interplay between Teacher Leadership and Self-Efficacy: A Systematic Literature Review (2013–2024). Education Sciences, 14(9), Article 990. https://doi.org/10.3390/educsci14090990

Ma, D. (2022). The role of motivation and commitment in teachers’ professional identity. Frontiers in Psychology, 13, Article 910747. https://doi.org/10.3389/fpsyg.2022.910747

Mahmud, R. (2021). Learning in the shadows: parents’ investments, family burden, and students’ workload in Dhaka, Bangladesh. Asia Pacific Education Review, 22(1), 41–52. https://doi.org/10.1007/s12564-020-09655-9

Mahmud, Y. S. (2021). Becoming a professional teacher: Exploring early-career Indonesian EFL teachers' identity formation. In F. A. Hamied (Ed.), Literacies, culture, and society towards industrial revolution 4.0: Reviewing policies, expanding research, enriching practices in Asia (pp. 113–130). Nova Science Publishers.

Makovec, D. (2018). The teacher’s role and professional development. International Journal of Cognitive Research in Science, Engineering and Education, 6(2), 33-45. https://doi.org/10.5937/ijcrsee1802033M

Maria Zulfiati, H., Suyanto, S., & Pamadhi, H. (2019). Building the elementary school students' character in 4.0 era by implementing TriNga and TriN concepts in thematic learning. International Journal of Recent Technology and Engineering, 8(1C2), 770-775.

Meijer, P. C., De Graaf, G., & Meirink, J. (2011). Key experiences in student teachers’ development. Teachers and Teaching: Theory and Practice, 17(1), 115–129. https://doi.org/https://doi.org/10.1080/13540602.2011.538502

Meijer, P. C., Oolbekkink, H. W., Pillen, M., & Aardema, A. (2014). Pedagogies of developing teacher identity. Advances in Research on Teaching, 22, 293–309. https://doi.org/10.1108/S1479-368720140000022018

Memon, M. A., Thurasamy, R., Ting, H., & Cheah, J. H. (2025). Convenience sampling: A review and guidelines for quantitative research. Journal of Applied Structural Equation Modeling, 9(2). https://doi.org/10.47263/JASEM.9(2)01

Monfared, A., Cervantes, S. E., Lee, S. M., & Jackson, M. (2018). Establishing a praxis between SLA theory and CALL-based practices. 2018, 59-79. https://doi.org/10.4018/978-1-5225-2933-0.ch004

Muhaji, U., Sukyadi, D., & Muslim, A. B. (2023). Student teachers' initial professional identity: A case in an EFL teacher education program. Australian Journal of Teacher Education (Online), 48(8), 57–78. https://doi.org/https://search.informit.org/doi/10.3316/informit.T2024110300003091259673163

Narayanan, M., Ordynans, J. G., Wang, A., McCluskey, M. S., Elivert, N., Shields, A. L., & Ferrell, A. C. (2023). Putting the self in self-efficacy: Personal factors in the development of early teacher self-efficacy. Education and Urban Society, 55(2), 175–200.

Nguyen, A. N., Nguyen, T. P., Kieu, K. T., Nguyen, Y. T. H., Dang, D. T., Singer, J., Schruefer, G., Tran, T. B., & Lambrechts, W. (2022). Assessing teacher training programs for the prevalence of sustainability in learning outcomes, learning content and didactic approaches. Journal of Cleaner Production, 365, Article 132786. https://doi.org/10.1016/j.jclepro.2022.132786

Nkomo, T., Kekana, M. P., & Mphasha, M. H. (2025). Work-Related Triggers of Mental Illness Relapse in South African Teachers. International Journal of Environmental Research and Public Health, 22(6), Article 923. https://doi.org/10.3390/ijerph22060923

Nur'Aini, S. (2018). Identity-agency and life-course agency of English teachers in Tegal City, Banyumasan area, Indonesia [Dissertation, Massey University]. cat00245a. Palmerston North.

Nurtanto, M., Sudira, P., Sofyan, H., Kholifah, N., & Triyanto, T. (2022). Professional identity of vocational teachers in the 21 st century in Indonesia. Journal of Engineering Education Transformations, 30–36. https://doi.org/https://doi.org/10.16920/jeet/2022/v35i3/22085

Palmér, H. (2016). Professional primary school teacher identity development: A pursuit in line with an unexpressed image. Teacher Development, 20(5), 682-700. https://doi.org/10.1080/13664530.2016.1202311

Pappa, S., Moate, J., Ruohotie-Lyhty, M., & Etelapelto, A. (2017). Teachers' pedagogical and relational identity negotiation in the Finnish CLIL context. Teaching and Teacher Education, 65, 61–70. https://doi.org/http://dx.doi.org/10.1016/j.tate.2017.03.008

Payler, J. (2008). Co-constructing meaning: Ways of supporting learning. In Learning Together in the Early Years: Exploring Relational Pedagogy (pp. 120–138). https://doi.org/10.4324/9780203894163

Peter, S., Natalie, G., Steven, T. B., Cynthia, P. M., & Leslie Susan, C. (2004). Praxis shock: Making the transition from a student-centered university program to the corporate climate of schools. English Education, 36(3), 214.

Pi, Y., Ma, M., Hu, A., & Wang, T. (2024). The relationship between professional identity and professional development among special education teachers: a moderated mediation model. BMC psychology, 12(1), 570.

Popa, D., Markowska-Manista, U., Gunnesch-Luca, G., Paladi, O., Turculet, A. R., & Budnyk, O. (2026). Teachers’ professional identity patterns in the stream of changes. Educational Psychology. https://doi.org/10.1080/01443410.2025.2609788

Rahayu, R., Rosita, R., Rahayuningsih, Y. S., Hernawan, A. H., & Prihantini, P. (2022). Implementasi Kurikulum Merdeka Belajar di Sekolah Penggerak [Implementation of the Independent Learning Curriculum in Driving Schools]. Jurnal Basicedu, 6(4), 6313–6319.

Rahmah, L., Purwanta, E., Wijayanti, W., & Suhardiman, S. (2024). Navigating the Curriculum Landscape: The Impact of Curriculum 2013 and Merdeka Curriculum on Teachers' and Students' Learning Outcomes in Indonesia. Journal of Ecohumanism, 3(6), 917–930. https://doi.org/10.62754/joe.v3i6.4061

Rif’iyati, D., Haryanto, A. D., Fauyan, M., & Fajar, M. (2024). Shifting meaning of teacher professional education: between idealism and reality at UIN KH Abdurrahman Wahid Pekalongan. Jurnal Pendidikan Progresif, 14(1), 202–217. https://doi.org/https://doi.org/10.23960/jpp.v14.i1.202415

Schwarzer, R. (1992). Self-efficacy: Thought control of action (Vol. 47). Taylor & Francis.

Sijabat, O. P., Manao, M. M., Situmorang, A. R., Hutauruk, A., & Panjaitan, S. (2022). Mengatur kualitas guru melalui Program Guru Penggerak [Managing teacher quality through the Teacher Leader Program]. Journal of Educational Learning and Innovation (ELIa), 2(1), 130–144. https://doi.org/https://doi.org/10.46229/elia.v2i1.404

Subašić, E., Reynolds, K. J., & Turner, J. C. (2008). The political solidarity model of social change: Dynamics of self-categorization in intergroup power relations. Personality and Social Psychology Review, 12(4), 330-352. https://doi.org/10.1177/1088868308323223

Sugiarti, T., Purba, J. T., & Pramono, R. (2024). Enhancing human resource quality in Lombok model schools: A culture-based leadership approach with Tioq, Tata, and Tunaq principles. Societies, 14(12), 251. https://doi.org/https://doi.org/10.3390/soc14120251

Sumarsih, I., Marliyani, T., Hadiyansah, Y., Hernawan, A. H., & Prihantini, P. (2022). Analisis implementasi Kurikulum Merdeka di sekolah penggerak sekolah dasar [Analysis of the implementation of the Independent Curriculum in elementary school driving schools]. Jurnal Basicedu, 6(5), 8248–8258. https://doi.org/https://doi.org/10.31004/basicedu.v6i5.3216

Sun, P., Ma, K., Xu, X., & Yan, L. (2025). How self-efficacy shapes professional identity: The mediating role of meaning in life and self-esteem in pre-service physical education teachers. BMC Psychology, 13(1), 1-13. https://doi.org/https://doi.org/10.1186/s40359-025-02679-z

Supriadi, D., Purbonuswanto, W., & Maulida, A. (2025). Development of a literacy leadership model based on Ki Hadjar Dewantara’s leadership trilogy at Tamansiswa College. Jurnal Pendidikan Progresif, 15(1), 55-73. https://doi.org/https://doi.org/10.23960/jpp.v15i1.pp55-73

Syah, M. F. J., Janudin, S. E., Mansor, M., Fuadi, D., Widiastuti, R., Romadhoni, D. N., & Hafidah, A. S. (2022). The development of Indonesian accounting teacher professional identity measurement: An exploratory factor analysis. European Journal of Educational Research, 11(1), 33–49. https://doi.org/https://doi.org/10.12973/eu-jer.11.1.33

Toshmatov, A., & Toshmatov, Ə. (2025). Teacher agency and identity in language teaching: Implications for professional development and educational reform in Uzbek higher education. Scientific Work, 19(6), 34-44. https://doi.org/10.36719/2663-4619/118/34-44

Umboh, C. P., Lengkong, F. D., & Plangiten, N. N. (2023). Efektivitas program guru penggerak Kementrian Pendidikan Kebudayaan Riset dan Teknologi di SMP Negeri 3 Tumpaan [The effectiveness of the Ministry of Education, Culture, Research, and Technology's driving teacher program at SMP Negeri 3 Tumpaan]. Jurnal Administrasi Publik, 9(2), 117–131. https://doi.org/https://doi.org/10.35797/jap.v9i1.47207

Vebrianto, R., Hermita, N., Irawan, D., Mujtahid, I. M., & Thahir, M. (2024). Teachers' experiences in Sekolah Penggerak program: A retrospective case study. Journal of Education and Learning (EduLearn), 18(1), 79–88. https://doi.org/https://doi.org/10.11591/edulearn.v18i1.20908

Vellanki, S. S., Khan, Z. K., & Mond, S. (2024). Fostering learner autonomy through explicit metacognitive strategy instruction: A study in the Omani EFL context. Journal of Pedagogical Research, 8(4), 178–201. https://doi.org/10.33902/JPR.202428581

Wahid, M. H., Findyartini, A., Soemantri, D., Mustika, R., Felaza, E., Steinert, Y., Samarasekera, D. D., Greviana, N., Hidayah, R. N., & Khoiriyah, U. (2021). Professional identity formation of medical teachers in a non-Western setting. Medical Teacher, 43(8), 868–873. https://doi.org/https://doi.org/10.1080/0142159X.2021.1922657

Wang, M., & Zhang, L. J. (2026). Can grit be perceived and regulated? A mixed-methods exploration of English learners’ metacognitive awareness of grit and its impact on achievement and self-efficacy. Language Teaching Research, 13621688251405049.

Wardani, F. D., Dewi, D. K., Jannah, M., Khoirunnisa, R. N., & Saphira, H. V. (2025). Adaptation and Validation of General Self-Efficacy Scale for Higher Education. IJORER: International Journal of Recent Educational Research, 6(2), 333–346.

Weir, J. E., & Jones, C. (2008). Is a 'convenience' sample useful for estimating immunization coverage in a small population? Papua New Guinea Medical Journal, 51(3), 155–159.

Werbińska, D., & Ekiert, M. (2018). The dialogical nature of professional identity: A longitudinal study of one EFL teacher. In M. Pawlak & A. Mystkowska-Wiertelak (Eds.), Challenges of Second and Foreign Language Education in a Globalized World (pp. 307–325). Springer.

Wijaya, A., Mustofa, M. S., & Husain, F. (2020). Sosialisasi Program Merdeka Belajar dan Guru Penggerak bagi guru SMPN 2 Kabupaten Maros [Socialization of the Independent Learning Program and Leading Teachers for teachers of SMPN 2 Maros Regency]. Jurnal Puruhita, 2(1), 46-50. https://doi.org/https://doi.org/10.15294/puruhita.v2i1.42325.

Wu Suen, L. J., Huang, H. M., & Lee, H. H. (2014). A comparison of convenience sampling and purposive sampling. Journal of Nursing, 61(3), 105–111. https://doi.org/10.6224/JN.61.3.105.

Yanti, N., Hiasa, F., Junaidi, F., & Kurniawan, R. (2025). Indonesian teachers' roles in designing and utilizing AI-powered animated videos: A case study on classroom practices and character development. International Journal of Learning, Teaching and Educational Research, 24(6), 833–856. https://doi.org/10.26803/ijlter.24.6.38

Yulianaji, B. R. (2023). The influence of Guru Penggerak Programs and Komunitas Penggerak in improving the quality of elementary school education through school digitization. AL-ISHLAH: Jurnal Pendidikan, 15(2), 1224–1237. https://doi.org/https://doi.org/10.35445/alishlah.v15i2.2087.

Zhang, X., Ardasheva, Y., & Austin, B. W. (2020). Self-efficacy and English public speaking performance: A mixed method approach. English for Specific Purposes, 59, 1–16.

Zubeidat, I., Dallasheh, W., Abu-Asaad, I., & Awad, N. (2025). Predicting the formation factors of professional identity by the components of self-efficacy among novice teachers. Teacher Development, 1–19. https://doi.org/10.1080/13664530.2025.2550408