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

Binghai Sun, Feng Zhu, Shuwei Lin, Jiayu Sun, Ying Wu and Weilong Xiao
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Binghai Sun: Research Center of Tin Ka Ping Moral Education, Zhejiang Normal University, Jinhua 321004, China
Feng Zhu: Research Center of Tin Ka Ping Moral Education, Zhejiang Normal University, Jinhua 321004, China
Shuwei Lin: Research Center of Tin Ka Ping Moral Education, 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
Weilong Xiao: Research Center of Tin Ka Ping Moral Education, Zhejiang Normal University, Jinhua 321004, China

IJERPH, 2022, vol. 19, issue 15, 1-14

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.

Keywords: career satisfaction; professional identity; psychological empowerment; work engagement; teachers (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2022
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (2)

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