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Please use this identifier to cite or link to this item: https://rsuir-library.rsu.ac.th/handle/123456789/3446
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dc.contributor.authorGuohui Zhang-
dc.date.accessioned2026-08-10T07:27:45Z-
dc.date.available2026-08-10T07:27:45Z-
dc.date.issued2024-
dc.identifier.urihttps://rsuir-library.rsu.ac.th/handle/123456789/3446-
dc.descriptionDissertation (Ed.D. (Educational Studies) -- Rangsit University, 2024en_US
dc.language.isoenen_US
dc.publisherRangsit University. Libraryen_US
dc.subjectTeachers -- Professional identityen_US
dc.subjectKindergarten teachers -- Training ofen_US
dc.subjectTeacher effectivenessen_US
dc.subjectProfessional developmenten_US
dc.subjectEarly childhood education -- China -- Hubeien_US
dc.titleThe development model of kindergarten teachers professional identity in Hubei, Chinaen_US
dc.typeThesisen_US
dc.description.other-abstractThis 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 contextsen_US
dc.description.degree-nameDoctor of Educationen_US
dc.description.degree-levelDoctoral Degreeen_US
dc.contributor.degree-disciplineEducational Studiesen_US
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