Abstract
The purpose of the present study was to adapt and validate the EFL Teacher Professional Identity Scale (EFLTPI) in the Kazakhstani context. The EFLTPI was completed by 470 English language teachers from diverse schools in the Turkistan region, Kazakhstan. A comprehensive approach was employed, utilizing a survey methodology to collect data using a Google Form questionnaire. Confirmatory factor analysis (CFA) was used to validate the measurement model, revealing satisfactory fit indices (Chi-square/sd = 1.862, RMSEA = 0.031, SRMR = 0.054, NFI = 0.933, NNFI = 0.968, CFI = 0.973, AGFI = 0.872). The scale demonstrated high reliability and validity, with Cronbach's alpha values varied between 0.86 and 0.94 for all factors. A second-level CFA indicated significant relationships among the factors, suggesting a unidimensional structure representing EFL teacher professional identity. Key findings highlighted high levels of perceived professional identity among teachers, particularly in serving as effective role models, creating effective teaching environments, possessing management skills, and imparting knowledge and experience. This study confirms the scale's applicability in Kazakhstan, providing a robust tool for assessing EFL teachers' professional identity and instilling confidence in the thoroughness of the research process.