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Emotional Labor and Professional Identity in Chinese Early Childhood Teachers: The Gendered Moderation Models

Author

Listed:
  • Sha Xie

    (Faculty of Education, The GBA Institute of Educational Research and The Institute of KEEP Collaborative Innovation, Shenzhen University, Shenzhen 518061, China)

  • Luyao Liang

    (Macquarie School of Education, Macquarie University, Sydney, NSW 2109, Australia)

  • Hui Li

    (Macquarie School of Education, Macquarie University, Sydney, NSW 2109, Australia
    Shanghai Institute of Early Childhood Education, Shanghai Normal University, Shanghai 200234, China)

Abstract

The sustainable development of early childhood institutions in aging China calls for the sustainable development of early childhood teachers, which should attend to the balanced development between male and female teachers. Yet this issue has not been adequately investigated in the literature. To fill this research gap, this study explored the gender differences in Chinese early childhood (EC) teachers’ professional identity (PI) and emotional labor strategies. Altogether, 250 teachers (146 female and 104 male, M age = 30.28 years, SD = 7.81) from Southern China were sampled and surveyed. First, the independent samples t -tests revealed significant gender differences in teachers’ PI, deep acting, and surface acting. Second, the structural equation modelling results demonstrated that PI fully mediated the relationship between teacher educational attainment, years of teaching experience, and natural and deep acting. Third, multigroup analysis confirmed different mediation paths for female and male teachers. These findings suggest that male and female early childhood teachers differed in their sense of PI and use of emotional labor strategies. Therefore, future policymaking efforts should design and implement teacher professional development (PD) programs and teacher support mechanisms catering to male EC teachers’ needs, characteristics, and difficulties in the Chinese EC workforce.

Suggested Citation

  • Sha Xie & Luyao Liang & Hui Li, 2022. "Emotional Labor and Professional Identity in Chinese Early Childhood Teachers: The Gendered Moderation Models," Sustainability, MDPI, vol. 14(11), pages 1-14, June.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:11:p:6856-:d:831323
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    References listed on IDEAS

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    1. Tang, Yipeng, 2018. "What makes rural teachers happy? An investigation on the subjective well-being (SWB) of Chinese rural teachers," International Journal of Educational Development, Elsevier, vol. 62(C), pages 192-200.
    2. Xie, Sha & Li, Hui, 2020. "Accessibility, affordability, accountability, sustainability and social justice of early childhood education in China: A case study of Shenzhen," Children and Youth Services Review, Elsevier, vol. 118(C).
    3. Sha Xie & Dandan Wu & Hui Li, 2022. "The Relationship between Chinese Teachers’ Emotional Labor, Teaching Efficacy, and Young Children’s Social-Emotional Development and Learning," Sustainability, MDPI, vol. 14(4), pages 1-15, February.
    4. Kwok Kuen Tsang & Yuan Teng & Yi Lian & Li Wang, 2021. "School Management Culture, Emotional Labor, and Teacher Burnout in Mainland China," Sustainability, MDPI, vol. 13(16), pages 1-17, August.
    5. Zhou, Yisu & Li, Hui & Hu, Bi Ying & Li, Ling, 2017. "On the road to universal early childhood education in China: A financial perspective," International Journal of Educational Development, Elsevier, vol. 53(C), pages 137-144.
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    Cited by:

    1. Wei Wang & Luyao Liang & Jing Luo & Hui Li & Jing Tang, 2022. "Early Childhood Teachers’ Fertility Willingness under China’s ‘Third-Child’ Policy," Sustainability, MDPI, vol. 14(16), pages 1-18, August.
    2. Hui Li & Yong Jiang & Xiumin Hong & Li Luo, 2023. "Special Issue: Sustainable Early Childhood Education for the Sustainable Development of Aging China," Sustainability, MDPI, vol. 15(11), pages 1-6, May.
    3. Xing Xu & Helena Sit & Hui Li, 2022. "Between Expert and Novice: Identity Transition from Teacher to Student as Sustainable Agentic Construction," Sustainability, MDPI, vol. 14(16), pages 1-12, August.
    4. Qingru Duan & Yong Jiang & Yifang Wang & Chuchu Zheng & Jing Liu & Xin Liu, 2023. "Development and Validation of Chinese Kindergarten Teachers’ Learning and Development Scale," Sustainability, MDPI, vol. 15(3), pages 1-20, January.
    5. Jingyi Liao & Xin-Qiang Wang & Xiang Wang, 2023. "The Effect of Work Stress on the Well-Being of Primary and Secondary School Teachers in China," IJERPH, MDPI, vol. 20(2), pages 1-13, January.

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