International Journal of Research Studies in Education
CollabWritive Special Issue
Volume 13 Issue 3
Available Online: 30 March 2024
Author/s:
Wang, Ruochong
Graduate School, Lyceum of the Philippines University – Batangas, Philippines
Abstract:
This research explored the professional identity and development of primary school teachers in China using an IV-DV model. The study involved 320 teachers from three primary schools in Chengdu, employing purposive sampling. Two standardized questionnaires assessed demographic profiles, teaching beliefs, professional socialization, and other factors related to professional identity and development. The findings highlighted a predominantly young teacher demographic, with a noteworthy gender imbalance and a substantial presence of early career teachers. Knowledge transfer, especially for teachers with over 16 years of service, was emphasized, indicating the importance of mentorship programs. Chinese primary school teachers generally expressed agreement with their professional identity, with variations observed in teaching beliefs and professional socialization. The perceived level of professional development was generally high, yet targeted interventions in learning environments and time management were identified needs. The study indicated a notable age-related difference in how Chinese primary school teachers perceived and engaged in their professional identity. Specifically, there were variations in professional socialization, career progression, and professional willingness based on different age groups. Male and female teachers showed variations in how they perceived and engaged in these dimensions of professional identity, and differences in professional socialization and professional willingness were identified based on the number of years of service. Moreover, a significant relationship existed between teaching beliefs, professional socialization, and professional development, informing an enhanced faculty development program. Recommendations included active teacher engagement in professional development, particularly through mentorship programs. School administrators were advised to implement targeted interventions and cultivate a culture of professional development. Human Resource Management was encouraged to support career progression and align HR policies with proposed initiatives. Future research should delve into nuanced factors influencing teaching beliefs, and the transferability of the proposed faculty development program. The Enhanced Faculty Development Program focused on mentorship, targeted interventions, and collaborative culture, with ongoing evaluation for continuous refinement. Teachers’ active participation was crucial for program effectiveness.
Keywords: professional identity, development, faculty development program
DOI: https://doi.org/10.5861/ijrse.2024.24650
Cite this article:
Wang, R. (2024). Professional identity and development of Chinese primary school teachers. International Journal of Research Studies in Education, 13(3), 181-192. https://doi.org/10.5861/ijrse.2024.24650