The relationship between pre-service kindergarten teachers’ professional identification and career adaptability: A chain mediation model

Frontiers in Psychology

article

Yixuan Wang¹  Cong Liu¹  Yang Wang¹  Tianqi Qiao¹  Zhanmei Song²  Jie Huang¹  Jingfeng Yan¹  Xueying Zhang¹ 

[1] School of Education, Wenzhou University;Institute of International Education, Wenzhou University

关键词: professional identity;    Career adaptation;    Teacher Efficacy;    Self-leadership;    pre-service kindergarten teachers;   

DOI  :  10.3389/fpsyg.2022.1045947

学科分类：社会科学、人文和艺术（综合）

来源: Frontiers

【 摘 要 】

Background: The healthy development of preschool education requires the support of stable and high-quality preschool teachers. However, there are still many deficiencies in preschool teachers in China at present. For pre-service kindergarten teachers, it is very significant to improve their career adaptability and enter professional positions smoothly. Numerous studies have found the effect of professional identification on the career adaptability of pre-service kindergarten teachers, but few studies have explored the potential influencing mechanisms among variables. On the basis of previous studies, this study explores the chain mediating effect of teacher efficacy and self-leadership on the relationship between professional identification and career adaptability of pre-service kindergarten teachers. Methods: 388 participants were recruited from 2 schools in Zhejiang Province. After screening, 377 questionnaires for pre-service kindergarten teachers were used for data analysis. The questionnaire included self-reported demographic information, professional identification, teacher efficacy, self-leadership, and career adaptability. We collected information on variables by using PISNS, TSE, RSLQ, and CFI, and analyzed the data using SPSS. Results: (1) Professional identification and career adaptability have a significant positive correlation. (2) The influence of occupational identification on the career adaptability of pre-service kindergarten teachers was carried out in three different ways: professional identification → teacher efficacy → career adaptability, professional identification → self-leadership → career adaptability, and professional identification → teacher efficacy → self-leadership → career adaptability. Conclusion: Teacher efficacy and self-leadership may mediate the relationship between professional identification and career adaptability of pre-service kindergarten teachers. This study highlighted the complexity of the link between preschool teachers’ professional identification and career adaptability. The paper also discussed the limitations and implications of this study.

【 授权许可】

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