Vocational College Teachers’ Professional Identity and Its Relationship with Social Support and Sense of Efficacy

DOI

10.2991/aebmr.k.220405.194How to use a DOI?

Keywords

vocational college teachers; professional identity; social support; teachers’ sense of efficacy; structural equation modeling

Abstract

An empirical research was conducted on 822 teachers from 10 vocational colleges in Jiangsu Province investigated through self-designed and revised questionnaires. Teachers have the highest professional identity in professional behavior and the lowest in professional reputation. There is a significant positive correlation between social support and professional identity, as well as professional identity and personal teaching efficacy, while there is no significant correlation between general teaching efficacy and other variables. Social support has a direct and positive predictive power to professional identity, so as professional identity to personal teaching efficiency. Social support has an indirect positive predictive power to personal teaching efficacy, in which professional identity plays a completely intermediary role. The construction of social support system from the personal and environmental aspects can promote the sense of professional identity and teaching efficacy, which ultimately benefits the personnel training in vocational colleges.

Copyright

© 2022 The Authors. Published by Atlantis Press International B.V.

Open Access

This is an open access article distributed under the CC BY-NC 4.0 license.

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TY  - CONF
AU  - Jianning Li
AU  - Yuan Xie
PY  - 2022
DA  - 2022/04/29
TI  - Vocational College Teachers’ Professional Identity and Its Relationship with Social Support and Sense of Efficacy
BT  - Proceedings of the 2022 7th International Conference on Social Sciences and Economic Development (ICSSED 2022)
PB  - Atlantis Press
SP  - 1170
EP  - 1177
SN  - 2352-5428
UR  - https://doi.org/10.2991/aebmr.k.220405.194
DO  - 10.2991/aebmr.k.220405.194
ID  - Li2022
ER  -