Influencing Factors of Kindergarten Teachers’ Professional Identity

Guohui Zhang; Gai  Xu

doi:10.60027/iarj.2026.e292220

Authors

Guohui Zhang Yuxi Normal University, China https://orcid.org/0000-0002-3229-1856
Gai Xu Yuxi Normal University, China https://orcid.org/0009-0001-5321-1552

DOI:

https://doi.org/10.60027/iarj.2026.e292220

Keywords:

Kindergarten Teachers, Professional Identity, Three-stage Coding, Influencing Factors

Abstract

Background and Aims: Professional identity plays a vital role in shaping kindergarten teachers’ motivation, job performance, and career sustainability, yet the influencing factors remain underexplored. This study aimed to explore these influencing factors and offer practical recommendations to strengthen professional identity.

Methodology: This study employed a qualitative approach to interview 12 kindergarten teachers about their professional identity and analyzed the data using the three-stage coding method (3C coding).

Results: The research identified five key factors influencing professional identity among kindergarten teachers: Self-perception, Professional competence, Job satisfaction, Professional Value, and Future perspective.

Conclusion: These research outcomes can serve as a foundation for developing approaches to strengthen kindergarten teachers’ professional identity, thereby contributing to the enhancement of existing professional identity frameworks and providing guidance for kindergartens operating in similar contexts.

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