The Study on the Professional Identity of Undergraduate Students Majoring in Elementary Education at Yunnan Normal University

Yunfang Li; Gumpanat  Boriboon; Chatupol  Yongsorn

doi:10.60027/iarj.2026.e291957

Authors

Yunfang Li Srinakharinwirot University, Thailand https://orcid.org/0009-0001-7275-849X
Gumpanat Boriboon Srinakharinwirot University, Thailand https://orcid.org/0009-0006-8551-647X
Chatupol Yongsorn Srinakharinwirot University, Thailand https://orcid.org/0000-0003-4226-5384

DOI:

https://doi.org/10.60027/iarj.2026.e291957

Keywords:

Professional Identity, Undergraduate Students, Elementary Education

Abstract

Background and Aims: This study explores the professional identity of undergraduate students majoring in Elementary Education at Yunnan Normal University, in response to China’s educational reforms and the growing need for qualified rural teachers.

Methodology: A mixed-methods approach was used, collecting 290 valid questionnaires and conducting 12 semi-structured interviews, guided by Beijaard’s identity model (cognition, emotion, behavior) and theories from Bandura and Erikson.

Results: Statistical analyses, including ANOVA, correlation, and regression, revealed that students demonstrated a moderately high level of professional identity. Emotional identity scored the highest, followed by cognitive and behavioral dimensions. Female students and those with higher self-rated academic performance scored significantly better in emotional and cognitive dimensions. Senior students showed stronger behavioral identity, likely influenced by practicum experience. Regression results indicated emotional identity as the strongest predictor of overall professional identity. Thematic analysis of interviews supported these findings, highlighting students’ emotional commitment, cognitive understanding of the profession, and behavioral challenges during internships. Practicum and mentorship were identified as pivotal to identity development.

Conclusion: While emotional and cognitive engagement with the teaching profession is strong, behavioral readiness needs improvement through structured practicum, early field experience, and emotional development programs. The study provides both theoretical insights and practical recommendations for enhancing teacher education, especially in underserved regions of China.

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