The comprehensiveness of teacher professional identity (TPI) studies conducted by African and Asian researchers highlights the importance of valid TPI indicators across Africa and Asia. Questionnaire TPI indicators are important to obtain valid direct comparisons between teachers in Africa and Asia. The process of developing a questionnaire served as an avenue for researchers from Asian and African regions to learn about TPI pointers from each other. This study used the Delphi technique to achieve consensus on valid TPI indicators across African and Asian regions. Fourteen researchers from the Asia-Africa University Dialogue Network for Educational Development (AAD) were selected using purposive sampling. TPI in this study is defined as a multifaceted concept comprising contextual and personal factors that differ across national borders. The indicators in the questionnaire represented personal, social and institutional factors perceived by teachers and outlined in the literature. In the Delphi study process, the researchers used three rounds to validate the initial 40-item TPI questionnaire. Subsequent analysis of the results indicated high importance and consensus among experts. Owing to its standardized procedure, the TPI questionnaire makes it possible to collect and compare the TPI dimensions from the different socio-economic contexts in which teachers work in Africa and Asia. The findings of this study guide African and Asian researchers on the common understanding of TPI characteristics prevalent across African and Asian regions. Research protocols for fostering quality research toward addressing challenges faced by the teacher education sector in African and Asian countries is also implied.

非洲和亚洲研究人员进行的教师专业身份（TPI）研究的全面性凸显了整个非洲和亚洲有效TPI指标的重要性。问卷调查TPI指标对于在非洲和亚洲的教师之间进行有效的直接比较非常重要。编制问卷的过程为亚洲和非洲地区的研究人员提供了相互了解TPI指标的途径。这项研究使用Delphi技术在非洲和亚洲地区的有效TPI指标上达成共识。使用目的性抽样选择了亚非大学教育发展对话网络（AAD）的14名研究人员。本研究中的TPI被定义为一个多方面的概念，其中包括因国而异的情境和个人因素。问卷中的指标代表教师认为并在文献中概述的个人，社会和体制因素。在Delphi的研究过程中，研究人员使用了三轮验证了最初的40项TPI问卷。随后对结果的分析表明专家们的高度重视和共识。TPI问卷采用标准化程序，因此可以从非洲和亚洲教师工作的不同社会经济环境中收集和比较TPI维度。这项研究的结果指导非洲和亚洲研究人员对非洲和亚洲地区普遍存在的TPI特性达成共识。