The Development Model of Kindergarten Teachers’ Professional Identity in Hubei, China
Article Sidebar
Main Article Content
บทคัดย่อ
This study aimed to 1) understand kindergarten teachers’ life stories about their professional identity; 2) identify the influencing factors of kindergarten teachers’ professional identity; 3) examine the relationship between the influencing factors and kindergarten teachers’ professional identity; and 4) explore a development model for kindergarten teachers’ professional identity. The quantitative and qualitative methods were used to study the kindergarten teachers’ professional identity. First, the interview data of 9 kindergarten teachers were analyzed for the influencing factors of kindergarten teachers’ professional identity by using the Grounded Theory. The findings revealed that there were four influencing factors in kindergarten teachers' professional identity, namely self-image, self-efficacy, job satisfaction, and social support. These findings were used to design a questionnaire that was distributed to 396 kindergarten teachers to investigate the relationship between the influencing factors and kindergarten teachers’ professional identity. The SEM model revealed that self-image significantly and positively affected professional identity (CR=6.042, P<0.001); self-efficacy significantly and positively affected professional identity (CR=5.438, P<0.001); job satisfaction significantly and positively affected professional identity (CR=4.533, P<0.001); social support significantly and positively affected professional identity (CR=6.027, P<0.001). Finally, a focus group of 4 experts was organized to confirm the emerging development model. The results of this research can be used to develop strategies to enrich existing kindergarten teachers’ professional identity as the guidelines for all kindergartens in similar contexts.
Article Details
อนุญาตภายใต้เงื่อนไข Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
เอกสารอ้างอิง
Akaba, S., Peters, L. E., Liang, E., & Graves, S. B. (2022). Pre-K teachers’ professional identity development at community-based organizations during universal Pre-K expansion in New York City. International Journal of Child Care and Education Policy, 16(1), 6.
Anderson, C., Kraus, M. W., Galinsky, A. D., & Keltner, D. (2019). The Local-Ladder Effect: Social Status and Subjective Well-Being. Psychological Science, 30(3), 284-292.
Australian Government Department of Education. (2022). National Quality Framework for Early Childhood Education and Care. Retrieved from https://www.dese.gov.aunationalquality-framework-early-childhood-education-and-care
Bandura, A. (1997). Self-efficacy: The exercise of control. US: W. H. Freeman and Company.
Beaton, F. (2022). How do I know who I am? Academic professional development, peer support, and identity for practitioners who teach. International Journal for Academic Development, 27(3), 234-248.
Beijaard, D. (2000). Teachers’ prior experiences and actual perceptions of professional identity. Teachers and Teaching, 6(3), 281-294.
Cheng, L. (2021). The implications of EFL/ESL teachers’ emotions in their professional identity development. Frontiers in Psychology, 12, 755592.
China Government Department of Education. (2019). China’s Education Modernization Plan Towards 2035. Retrieved from https://internationaleducation.gov.au/international-network/china/PolicyUpdates-China/Pages/China's-education-modernisation-plan-towards-2035-.aspx
Choi, N. (2005). Self‐efficacy and self‐concept as predictors of college students' academic performance. Psychology in the Schools, 42(2), 197-205.
Collins, J., Pingle, R., & Moore, K. (2014). Enhancing teacher satisfaction: Strategies for reducing workload and promoting cooperation in early childhood education settings. Journal of Early Childhood Education, 42(3), 215-228.
Corcoran, J., Englander, K., & Muresan, L. (2019). Pedagogies and policies for publishing research in English. n. p.: Routledge.
Day, C., & Gu, Q. (2010). The new lives of teachers. n. p.: Routledge.
Derakhshan, A., Coombe, C., Zhaleh, K., & Tabatabaeian, M. (2019). Examining the roles of continuing professional development needs and views of professional development activities for English language teachers' success. The Asian EFL Journal, 21(2), 93-133.
Elyashiv, R. A., & Rozenberg, K. (2024). Fostering early career teachers' preparedness, self-efficacy and professional commitment: The role of teacher education. Teaching and Teacher Education, 148, 104691.
Fisherman, S., & Weiss, I. (2011). The relationship between self-efficacy and teachers' work-related decisions. Teaching and Teacher Education, 27(4), 751-760.
Göncz, L. (2017). Teacher personality: a review of psychological research and guidelines for a more comprehensive theory in educational psychology. Open Review of Educational Research, 4(1), 75-95.
Ingersoll, R. M., & Strong, M. (2011). The Impact of Induction and Mentoring Programs for Beginning Teachers: A Critical Review of the Research. Review of Educational Research, 81(2), 201-233.
Judge, T. A., Zhang, S. C., & Glerum, D. R. (2020). Job satisfaction. Essentials of job attitudes and other workplace psychological constructs, 207-241.
Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), 741.
Liu, W. (2021). The measurement and analysis of the formation process of pre-school education students' professional identity (Master’s Thesis, Southwest University). Rertieved from https://chn.oversea.cnki.net/index/
Liu, Y., Lin, S., & Zhang, Z. (2020). Job satisfaction and turnover intention of Chinese elementary and secondary school teachers: A comparative study. Teaching and Teacher Education, 90, 103004.
Ma, L., Zhou, F., & Liu, H. (2021). Relationship between psychological empowerment and the retention intention of kindergarten teachers: a chain intermediary effect analysis. Frontiers in Psychology, 12, 601992.
Madigan, D. J., & Kim, L. E. (2021). Towards an understanding of teacher attrition: A meta-analysis of burnout, job satisfaction, and teachers’ intentions to quit. Teaching and teacher education, 105, 103425.
Meoli, A., Fini, R., Sobrero, M., & Wiklund, J. (2020). How entrepreneurial intentions influence entrepreneurial career choices: The moderating influence of social context. Journal of Business Venturing, 35(3), 105982.
Namaziandost, E., Heydarnejad, T., Rezai, A., & Javanmard, K. (2024). A voyage of discovering the impacts of teacher immunity and emotion regulation on professional identity, autonomy, and work motivation in Iranian EFL landscape. BMC psychology, 12(1), 43.
New Zealand Government Department of Education. (2019). Early Learning Action Plan 2019-2029: A Strategic Plan for Early Childhood Education in New Zealand. Retrieved from https://conversation-space.s3-ap-southeast-2.amazonaws.com/R-172-RIS_publication_Early_Learning_Action_Plan_final_Redacted.pdf
Nguyen, T. D., & Hunter, S. R. (2023). Teacher Job Satisfaction and Retention: The Role of School Climate and Professional Development. Journal of Educational Research, 116(3), 255-266.
Ortan, F., Simut, C., & Simut, R. (2021). Self-efficacy, job satisfaction and teacher well-being in the K-12 educational system. International journal of environmental research and public health, 18(23), 12763.
Osterman, K. F. (2023). Teacher practice and students’ sense of belonging. In Second international research handbook on values education and student wellbeing (pp. 971-993). Cham: Springer International Publishing.
Putri, S. Y., Gumilar, D., & Mubarok, D. A. A. (2024). The Influence of Workload, Compensation and Work Motivation on Job Satisfaction at Al-Islam Hospital Bandung. Dinasti International Journal of Management Science, 5(3), 589-597.
Qadach, M., Schechter, C., & Da’as, R. A. (2020). Instructional leadership and teachers’ intent to leave: The mediating role of collective teacher efficacy and shared vision. Educational Management Administration & Leadership, 48(4), 617-634.
Shavardova, O. (2020). The significance of teachers' self-image in self-realization and societal recognition: Implications for professional identity. European Journal of Education, 55(3), 456-470.
Skaalvik, E. M., & Skaalvik, S. (2017). Motivated for teaching? Associations with school goal structure, teacher self-efficacy, job satisfaction and emotional exhaustion. Teaching and Teacher Education, 67, 152-160.
Strauss, A., & Corbin, J. M. (1990). Basics of qualitative research: Grounded theory procedures and techniques. US: Sage Publications, Inc.
Tristani, L., García, M., & Salazar, C. (2021). Multidimensional Approaches to Teacher Training: Integrating Social Influences, Professional Roles, and Identity Development. International Journal of Educational Research, 60, 58-72.
U. S. Department of Education. (2021). A Summary of the Every Student Succeeds Act (ESSA) as it relates to Early Childhood Education. Retrieved from https://www.ed.gov/essa?src=rn
Vizek Vidović, V., & Domović, V. (2019). Development of teachers’ beliefs as a core component of their professional identity in initial teacher education: A longitudinal perspective. Center for Educational Policy Studies Journal, 9(2), 119-138.
Walters, W., Robinson, D. B., & Walters, J. (2020). Mentoring as meaningful professional development: The influence of mentoring on in-service teachers' identity and practice. International Journal of Mentoring and Coaching in Education, 9(1), 21-36.
Wei, S. H. (2008). Research on Teachers' Professional Identity (Doctoral Dissertation, Southwest University). Retrieved from https://chn.oversea.cnki.net/index/
Xing, Z. (2022). English as a foreign language teachers’ work engagement, burnout, and their professional identity. Frontiers in Psychology, 13, 916079.
Yamane, T. (1967). Statistics: An introductory analysis. New York: Harper & Row.
Zhou, S., Li, X., & Gao, B. (2020). Family/friends support, work-family conflict, organizational commitment, and turnover intention in young preschool teachers in China: A serial mediation model. Children and Youth Services Review, 113, 104997.
