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How Is Professional Identity Associated with Teacher Career Satisfaction? A Cross-Sectional Design to Test the Multiple Mediating Roles of Psychological Empowerment and Work Engagement

Author

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  • Binghai Sun

    (Research Center of Tin Ka Ping Moral Education, Zhejiang Normal University, Jinhua 321004, China
    College of Teacher Education, Zhejiang Normal University, Jinhua 321004, China
    College of Education and Human Development, Zhejiang Normal University, Jinhua 321004, China
    Key Laboratory of Intelligent Education Technology and Application of Zhejiang Province, Zhejiang Normal University, Jinhua 321004, China)

  • Feng Zhu

    (Research Center of Tin Ka Ping Moral Education, Zhejiang Normal University, Jinhua 321004, China
    College of Teacher Education, Zhejiang Normal University, Jinhua 321004, China
    College of Education and Human Development, Zhejiang Normal University, Jinhua 321004, China
    Key Laboratory of Intelligent Education Technology and Application of Zhejiang Province, Zhejiang Normal University, Jinhua 321004, China)

  • Shuwei Lin

    (Research Center of Tin Ka Ping Moral Education, Zhejiang Normal University, Jinhua 321004, China
    College of Teacher Education, Zhejiang Normal University, Jinhua 321004, China
    College of Education and Human Development, Zhejiang Normal University, Jinhua 321004, China
    Key Laboratory of Intelligent Education Technology and Application of Zhejiang Province, Zhejiang Normal University, Jinhua 321004, China)

  • Jiayu Sun

    (American Heritage School, American Fork, UT 33484, USA)

  • Ying Wu

    (Research Center of Tin Ka Ping Moral Education, Zhejiang Normal University, Jinhua 321004, China
    College of Teacher Education, Zhejiang Normal University, Jinhua 321004, China
    College of Education and Human Development, Zhejiang Normal University, Jinhua 321004, China
    Key Laboratory of Intelligent Education Technology and Application of Zhejiang Province, Zhejiang Normal University, Jinhua 321004, China)

  • Weilong Xiao

    (Research Center of Tin Ka Ping Moral Education, Zhejiang Normal University, Jinhua 321004, China
    College of Teacher Education, Zhejiang Normal University, Jinhua 321004, China
    College of Education and Human Development, Zhejiang Normal University, Jinhua 321004, China
    Key Laboratory of Intelligent Education Technology and Application of Zhejiang Province, Zhejiang Normal University, Jinhua 321004, China)

Abstract

(1) Purpose: Previous studies investigated the positive relationship between professional identity and career satisfaction in teachers, but the underlying reasons were not explored. Therefore, the present study explores the mediating effects of two variables, namely, psychological empowerment and work engagement on the relationship between professional identity and career satisfaction. (2) Method: The present study used the professional identity scale, psychological empowerment scale, Utrecht Work Engagement scale and career satisfaction scale to investigate 2104 teachers (Mage = 39.50 years, SD = 8.74) in a province in China. The demographic variables (e.g., gender, age, teaching age) were controlled as covariates to conduct conservative predictions. (3) Result: (a) professional identity is positively related to career satisfaction; (b) psychological empowerment and career satisfaction play parallel mediator roles between professional identity and career satisfaction; (c) psychological empowerment and career satisfaction play serial mediator roles between professional identity and career satisfaction. (4) Limitations: Data were collected by participant self-report. This method may lead to recall bias. Further, we adopted a cross-sectional rather than experimental or longitudinal design, thus precluding causal conclusions. Lastly, it would be useful to validate our findings with a national sample. (5) Conclusions: The present study indicates that the relationship between professional identity is positively associated with teacher career satisfaction. More importantly, professional identity can indirectly make an impact on teacher career satisfaction through the single mediating effects of psychological empowerment and work engagement, and the chain mediating effect, by improving the level of psychological empowerment, and thereby increasing work engagement.

Suggested Citation

  • Binghai Sun & Feng Zhu & Shuwei Lin & Jiayu Sun & Ying Wu & Weilong Xiao, 2022. "How Is Professional Identity Associated with Teacher Career Satisfaction? A Cross-Sectional Design to Test the Multiple Mediating Roles of Psychological Empowerment and Work Engagement," IJERPH, MDPI, vol. 19(15), pages 1-14, July.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:15:p:9009-:d:870691
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    References listed on IDEAS

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    1. M. Caridad Araujo & Pedro Carneiro & Yyannú Cruz-Aguayo & Norbert Schady, 2016. "Teacher Quality and Learning Outcomes in Kindergarten," The Quarterly Journal of Economics, President and Fellows of Harvard College, vol. 131(3), pages 1415-1453.
    2. Antony Fute & Mohamed Oubibi & Binghai Sun & Yueliang Zhou & Weilong Xiao, 2022. "Work Values Predict Job Satisfaction among Chinese Teachers during COVID-19: The Mediation Role of Work Engagement," Sustainability, MDPI, vol. 14(3), pages 1-18, January.
    3. M. Caridad Araujo & Pedro Carneiro & Yyannú Cruz-Aguayo & Norbert Schady, 2016. "Teacher Quality and Learning Outcomes in Kindergarten," The Quarterly Journal of Economics, Oxford University Press, vol. 131(3), pages 1415-1453.
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    1. Yingxin Chen & Huihua He & Yan Yang, 2023. "Effects of Social Support on Professional Identity of Secondary Vocational Students Major in Preschool Nursery Teacher Program: A Chain Mediating Model of Psychological Adjustment and School Belonging," Sustainability, MDPI, vol. 15(6), pages 1-14, March.
    2. Zhixin Zhang & Jinyou Tian & Zhiqun Zhao & Wei Zhou & Fangfang Sun & Yongping Que & Xingguo He, 2022. "Factors Influencing Vocational Education and Training Teachers’ Professional Competence Based on a Large-Scale Diagnostic Method: A Decade of Data from China," Sustainability, MDPI, vol. 14(23), pages 1-17, November.

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