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https://rsuir-library.rsu.ac.th/handle/123456789/3446| Title: | The development model of kindergarten teachers professional identity in Hubei, China |
| Authors: | Guohui Zhang |
| Keywords: | Teachers -- Professional identity;Kindergarten teachers -- Training of;Teacher effectiveness;Professional development;Early childhood education -- China -- Hubei |
| Issue Date: | 2024 |
| Publisher: | Rangsit University. Library |
| metadata.dc.description.other-abstract: | This study aimed to 1) understand kindergarten teachers’ life stories about their professional identity; 2) identify the influencing factors of kindergarten teachers’ professional identity; 3) examine the relationship between the influencing factors and kindergarten teachers’ professional identity; and 4) explore a development model for kindergarten teachers’ professional identity. The quantitative and qualitative methods were used to study the kindergarten teachers’ professional identity. First, the interview data of 9 kindergarten teachers were analyzed for the influencing factors of kindergarten teachers’ professional identity by using grounded theory. The findings revealed that there were four influencing factors in kindergarten teachers' professional identity, namely self-image, self-efficacy, job satisfaction, and social support. These findings were used to design a questionnaire that was distributed to 396 kindergarten teachers to investigate the relationship between the influencing factors and kindergarten teachers’ professional identity. The SEM model revealed that self-image significantly and positively affected professional identity (CR=6.042, P<0.001); self-efficacy significantly and positively affected professional identity (CR=5.438, P<0.001); job satisfaction significantly and positively affected professional identity (CR=4.533, P<0.001); social support significantly and positively affected professional identity (CR=6.027, P<0.001). Finally, a focus group of 4 experts was organized to confirm the emerging development model. The results of this research can be used to develop strategies to improve kindergarten teachers’ professional identity to enrich existing kindergarten teachers’ professional identity as the guidelines for all kindergartens in similar contexts |
| Description: | Dissertation (Ed.D. (Educational Studies) -- Rangsit University, 2024 |
| metadata.dc.description.degree-name: | Doctor of Education |
| metadata.dc.description.degree-level: | Doctoral Degree |
| metadata.dc.contributor.degree-discipline: | Educational Studies |
| URI: | https://rsuir-library.rsu.ac.th/handle/123456789/3446 |
| metadata.dc.type: | Thesis |
| Appears in Collections: | EDU-ES-D-Theses |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| GUOHUI ZHANG.pdf | 1.34 MB | Adobe PDF | View/Open |
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