The Relationship Between Professional Identity and Job Burnout Among Chinese Teachers: Mediating Roles of Career Satisfaction and Work Engagement

Psychology in the Schools, Год журнала: 2025, Номер unknown

Опубликована: Фев. 9, 2025

ABSTRACT Job burnout is becoming a major threat to teachers' work. Previous studies revealed that professional identity and job are negatively related. This study explored the mediating effects of career satisfaction work engagement in relationship between burnout. Investigation materials included Chinese version Teachers' Professional Identity Scale, Career Satisfaction Utrecht Work Engagement Quality Life Scale. The cross‐sectional design was conducted this with 3147 teachers from kindergarten, primary, secondary schools Zhejiang Province, China. PROCESS macro plug‐in SPSS21.0 used for effect analysis. These results indicated identity, satisfaction, have significant, positive correlations each other significant negative Meanwhile, showed played parallel sequentially roles findings indicate high level plays an important role strengthening increasing engagement, which may effectively help reduce

Язык: Английский

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Leadership, Gender, and School Culture: Navigating Power and Resistance in Education

Lecture Notes in Education Psychology and Public Media, Год журнала: 2025, Номер 79(1), С. 112 - 118

Опубликована: Янв. 15, 2025

This paper investigates the ongoing gender inequalities within education systems, influenced by globalization and entrenched power dynamics that often limit inclusivity. Global initiatives aimed at equality frequently adopt a universalist approach, yet this can mask intersectional disparities reinforce hegemonic masculinity, especially through spread of Western masculine ideals. Within educational institutions, heteronormative cisnormative school cultures marginalize non-heterosexual identities, creating challenging environments for Lesbian, Gay, Bisexual, Transgender, Queer (LGBTQ+) students. Although anti-discrimination policies exist, many teachers lack adequate training to address sexuality issues, leading adverse academic social outcomes marginalized The study reveals traditional leadership reinforces conventional norms, while transformational grounded in justice is essential fostering inclusivity addressing intersecting inequalities. findings underscore need structural reforms establish supportive equitable settings acknowledge celebrate diverse identities

Язык: Английский

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Gender differences in preservice mathematics and science teachers’ professional identities

LUMAT International Journal on Math Science and Technology Education, Год журнала: 2025, Номер 12(4), С. 10 - 10

Опубликована: Апрель 1, 2025

The traditional marginalization of women in science, technology, engineering, and mathematics (STEM) may prevent female preservice teachers from seeing themselves as STEM teachers. However, gender differences this issue remain underexplored. This study aims to examine whether what respects differ terms their professional identities male counterparts. Participants include those majoring (42), general science (44), advanced (47). instruments three versions a Likert-type questionnaire measuring general, disciplinary, Data were analyzed using Mann-Whitney U tests focusing on components identity (i.e., motivation, self-efficacy, self-image). results reveal that seldom occur all respects, except when self-identify Finally, provides implications regarding teacher education for STEM.

Язык: Английский

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Contextual Factors Shaping the Professional Identity of Chinese Teachers in English as a Foreign Language Instructional Context: Exploring the Role of School Climate and Administrator Leadership Behavior

International Journal of Applied Linguistics, Год журнала: 2024, Номер unknown

Опубликована: Дек. 14, 2024

ABSTRACT Due to the immense impact of teachers’ professional identity on their teaching effectiveness, multitudes studies have now examined this multifaceted construct and its determinants. However, due excessive focus personal determinants teacher identity, whether or not can be affected by contextual factors has remained elusive. To narrow lacuna unravel current study strived divulge role two factors, namely, school climate administrator leadership behavior, in shaping Chinese English as foreign language teachers. end, with aid convenient sampling technique, 375 teachers were invited partake present research. The needed data gleaned via three online self‐scoring questionnaires analyzed SPSS (v. 26) AMOS 29). Results obtained from correlation tests indicated a strong, linear relationship between well moderate, association behavior identity. Furthermore, findings regression analyses identified that are important among In fact, outcomes revealed, these variables serve key constructing reconstructing inquiry deepen our comprehension influence formation

Язык: Английский

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Study of Teachers’ Participation in Mentoring Activities in Schools (Using the Example of St. Petersburg)

Psychological Science and Education, Год журнала: 2024, Номер 29(2), С. 96 - 111

Опубликована: Май 16, 2024

<p>The article is devoted to the study of motivation and readiness teachers implement target model mentoring in order identify evaluate factors influencing this process. We considered theoretical foundations organization mentoring, possible approaches strategies for behaviour during its implementation, gave characteristics their manifestations. The results were obtained on a sample from 4 secondary schools one districts Saint Petersburg. used methods &ldquo;Motivational profile&rdquo;, &ldquo;Determination motives teachers&rsquo; work activity&rdquo;, teaching staff master innovations&rdquo;, &ldquo;Barriers preventing development based generally accepted methodology, proven research design, data collection analysis, which minimize impact systematic random errors, reduce reliability data. show that different have similar activities, largely determined by level teachers, nature attitude towards degree understanding necessity importance.</p>

Язык: Английский

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Does reciprocal peer observation promote the transfer of learning to teaching practice?

Psychology in the Schools, Год журнала: 2024, Номер 61(10), С. 3873 - 3890

Опубликована: Июнь 21, 2024

Abstract This paper investigates whether Reciprocal Peer Observation is an effective practice for promoting Teacher Professional Development. It focuses on analysing the Improvement Goals transfer processes stemming from teachers' own educational approach, which teachers identify during Observation. A total of 230 teachers, paired together, conducted a second classroom observation, focused specific to assess extent their transfer. The findings indicate that occurs predominantly. study analyses predictive and facilitating factors contribute this process. results reveal collaborative culture collective agency are Similarly, personal arising reflection awareness one's practices, alongside support partner, could promote identified improvement. In conclusion, can be regarded as highly identifying transferring them classroom, benefiting

Язык: Английский

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Bibliometric Review of Teacher Professional Identity Scholarship Over Two Decades

SAGE Open, Год журнала: 2024, Номер 14(2)

Опубликована: Апрель 1, 2024

This study presents a bibliometric review of teacher professional identity (TPI) research from 2004 to 2023. 4,066 SSCI-indexed papers retrieved the Web Science database were identified for analysis using CiteSpace. The major findings are: (1) publications have increased significantly 2021, there is slight decline in recent 2 years. (2) Top contributing country, institution, and journal are US, University London, Teaching Teacher Education respectively. (3) top productive authors Yuan Rui, Trent John, Nazari Mostafa respectively, cited Beijaard D, Gee JP, Lave J. (4) TPI has evolved terms multiple theoretical lens, diversity discipline participants, methodological shift. (5) Emerging trends include agency, positioning theory, English-medium instruction (EMI) policy. implications future researchers.

Язык: Английский

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Introducing immersive virtual reality in a marketing practical training course: Qualitative evaluation with undergraduates

The International Journal of Management Education, Год журнала: 2024, Номер 22(3), С. 101058 - 101058

Опубликована: Сен. 28, 2024

Язык: Английский

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Torn between socio-political mandates and professional identity: Teachers’ collaborative reflection on their identity tensions

Language Teaching Research, Год журнала: 2023, Номер unknown

Опубликована: Дек. 4, 2023

Although the construction of language teacher professional identity is situated in a social, political, and ideological context, scant attention has been paid to tensions emerging from nexus between these contextual variables. To address this gap, study drew on English teachers’ collaborative reflection provide an emic perspective role socio-cultural context formation identity. Eight novice experienced teachers participated two separate panels (four each panel) reflect Iran their tensions. Analysis showed that three sets interrelated variables impacted participants’ tensions: (1) macro state-level variables; (2) meso institutional-level (3) micro individual-level The findings also indicated participating took different positions resolve they personal ideologies external expectations at levels. main implication for institutional administrators educators devise plans lessen degree might experience process afford them agency

Язык: Английский

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Subjective Well-being of Parents in an Inclusive School

Psychological Science and Education, Год журнала: 2024, Номер 29(2), С. 50 - 64

Опубликована: Май 16, 2024

<p style="text-align: justify;"><span lang="EN-US">This work presents results of a study the correlations between indicators subjective well-being parents with their assessments an inclusive environment and satisfaction school. 1583 children disabilities (4,2%) without (95,8%) studying in schools city Tyumen south region were recruited for this work. The author's questionnaires "Subjective well-being", "Assessment environment", "Satisfaction school" used. As result, stable relationship school was empirically confirmed. showed that parental is characterized by state which it possible to show agency control over situations arise, sense satisfaction, emotional comfort, level meaningful life. association involvement process at school, understanding inclusion, acceptance ideas values inclusion revealed. Parents high have significantly higher they also value resources more note risks.</span></p>

Язык: Английский

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