This study aims to assess the psychometric properties of the professional identity measure of the professional identity of Mathematics teachers in the Kingdom of Saudi Arabia. Professional identity topic has not been widely addressed in the Arab environment. Studying the Mathematics Teachers’ Professional Identity (TPI) is important because only few and inadequate body of research has been performed in the Arab environment. Establishing measuring tool on the TPI contributes on the evaluation of the teachers in Kingdom of Saudi Arabia and their roles in the educational process in the country. This study applies descriptive approach. 600 secondary Mathematics teachers were involved. The adapted version of the questionnaire designed by Albaqi'i (2014) used to measure the Mathematics TPI. Delphi techniques in three rounds to gather experts’ opinion about the suitability of Mathematics TPI questionnaire used in the Kingdom of Saudi Arabia context. Rasch model as a framework applied to assess the psychometric properties of Mathematic TPI questionnaire. The results are valuable in terms of analyzing the psychometric properties for the first version of Mathematics TPI, to improve Differential Item Functioning (DIF) and the psychometric properties for the revised version of Mathematics TPI Questionnaire.

The purpose of the study is to explore the profile of the professional identity of Mathematics teachers in the Kingdom of Saudi Arabia under the influence of Social Theory of Learning and Gender Schema Theory. The descriptive approach is used in this study. The sample size of this study is 600 secondary Mathematics teachers. This study used an adapted version of the questionnaire designed by Albaqi'i (2014) to profile the Mathematics Teachers' Professional Identity (TPI) of the participants. The findings of the study showed that there is no significant difference of Mathematics TPI in gender wise, but there is significant differences of Mathematics TPI based on teaching experiences and qualifications among the Mathematics teachers in Kingdom of Saudi Arabia.The finding of the profile analysis gives some implications to understand how TPI is evolved among Mathematics teachers in the Kingdom of Saudi Arabia through the influences of teaching experience and professional development, which represent by their qualifications. The findings also informed that male and female Mathematics teachers did not perceive their professional identity differently, which suggest that Saudi Arabia culture permit equal participation in building their professional identity