The purpose of this study was to develop and examine the psychometric properties of a Questionnaire on
Perceived Professional Identity among Teachers (QIPPE), including three individual components (i.e., subject
matter, didactical and pedagogical expertise) in the definition of teachers’ professional identity. This study
involved three steps: the development of a preliminary version; a first study to establish the factorial validity of
the QIPPE scores and its reliability; and a second study to test the convergent validity of the QIPPE. Through
three samples and based on multiple criteria for assessing model adequacy, the results provided evidence for a 2-
factor, 11-item solution of the QIPPE, including one factor related to pedagogical expertise and another related
to subject matter – didactical expertise, labelled ‘subject matter expertise’. This questionnaire will be helpful for
conducting longitudinal and quantitative research to estimate the reciprocal effects of perceived teachers’
professional identity (TPI) and other related factors.