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Proactive Personality and Career Adaptability of Chinese Female Pre-Service Teachers in Primary Schools: The Role of Calling

Author

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  • Ya Wen

    (School of Teacher Education, Nanjing Xiaozhuang University, Nanjing 211171, China)

  • Fei Liu

    (School of Education Science, Nanjing Normal University, Nanjing 210046, China
    School of Education Science, Huaiyin Normal University, Huaian 223300, China)

  • Liman Pang

    (School of Education Science, Nanjing Normal University, Nanjing 210046, China)

  • Huaruo Chen

    (School of Education Science, Nanjing Normal University, Nanjing 210046, China
    Center for Research and Reform in Education, Johns Hopkins University, Baltimore, MD 21286, USA)

Abstract

Career adaptability has attracted extensive attention from international scholars as one of the important factors predicting the future sustainability of individuals. Proactive personality and calling have a positive influence on individual career development and life satisfaction, with reference to promoting the sustainable development of individuals. This study focuses on the positive effects of career adaptability and calling on shaping female primary school pre-service teachers and provides suggestions for training excellent elementary school teachers and building quality primary education. This study investigated the relationship between proactive personality, calling, and career adaptability among 707 female pre-service elementary school teachers in Chinese universities. The results showed that proactive personality positively predicts calling and that proactive personality and calling positively predict career adaptability. Calling partially mediated the relationship between proactive personality and career adaptability. Therefore, it is possible to enhance calling by cultivating the proactive personality of female pre-service teachers in elementary schools, thus further promoting the career adaptability of this group. On this basis, effective strategies should be adopted in the future to improve the career adaptability of female pre-service teachers in elementary schools for the sustainable development of this group.

Suggested Citation

  • Ya Wen & Fei Liu & Liman Pang & Huaruo Chen, 2022. "Proactive Personality and Career Adaptability of Chinese Female Pre-Service Teachers in Primary Schools: The Role of Calling," Sustainability, MDPI, vol. 14(7), pages 1-17, April.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:7:p:4188-:d:784893
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    References listed on IDEAS

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    1. Zhenxing Gong & Jie Yang & Faheem Gul Gilal & Lyn M. Van Swol & Kui Yin, 2020. "Repairing Police Psychological Safety: The Role of Career Adaptability, Feedback Environment, and Goal-Self Concordance Based on the Conservation of Resources Theory," SAGE Open, , vol. 10(2), pages 21582440209, May.
    2. Xueping Shen & Xueying Gu & Huaruo Chen & Ya Wen, 2021. "For the Future Sustainable Career Development of College Students: Exploring the Impact of Core Self-Evaluation and Career Calling on Career Decision-Making Difficulty," Sustainability, MDPI, vol. 13(12), pages 1-14, June.
    3. Chunyu Zhang & Andreas Hirschi & Anne Herrmann & Jia Wei & Jinfu Zhang, 2017. "The Future Work Self and Calling: The Mediational Role of Life Meaning," Journal of Happiness Studies, Springer, vol. 18(4), pages 977-991, August.
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    Cited by:

    1. Li Zhao & Wei Li & Hongru Zhang, 2022. "Career Adaptability as a Strategy to Improve Sustainable Employment: A Proactive Personality Perspective," Sustainability, MDPI, vol. 14(19), pages 1-20, October.
    2. Ya Wen & Huaruo Chen & Xindong Wei & Kai Li & Fei Liu & Xia Liu, 2022. "Examining Predictors and Outcomes of Decent Work among Chinese Female Pre-Service Primary School Teachers," Sustainability, MDPI, vol. 15(1), pages 1-13, December.

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