Chinese English teachers’ professional identity and commitment and their associations with their professional success

HUI JIA; ALI DERAKHSHAN

doi:10.30827/portalin.vi2023c.29625

Autores/as

HUI JIA HENAN INSTITUTE OF SCIENCE AND TECHNOLOGY, XINXIANG, HENAN, CHINA
ALI DERAKHSHAN GOLESTAN UNIVERSITY, GORGAN, IRAN (Corresponding author) https://orcid.org/0000-0002-6639-9339

DOI:

https://doi.org/10.30827/portalin.vi2023c.29625

Palabras clave:

China, profesores de inglés, compromiso profesional, éxito profesional, identidad docente

Resumen

El éxito de cualquier contexto educativo, incluidas las clases de idiomas, depende en gran medida del éxito profesional del profesorado. Por lo tanto, entender los antecedentes de este constructo es vital. La importancia del éxito profesional de los docentes ha inspirado a muchos profesionales y académicos de todo el mundo a investigar los potenciales predictores de dicha variable. Sin embargo, la función de las características profesionales de los docentes en la predicción de su éxito profesional apenas ha sido examinada. Además, el papel predictivo de la identidad profesional y el compromiso profesional sigue recibiendo escasa atención. En este contexto, el presente trabajo examina las conexiones entre la identidad profesional docente, el compromiso docente y el éxito profesional docente. Esta investigación también analiza los efectos de la identidad profesional y el compromiso en el éxito del profesorado chino de inglés. Con este objetivo, 300 profesores chinos fueron reclutados de las provincias de Henan, Hubei, Shanghái, Beijing, Jilin y Shandong. Tras la distribución de los formularios de consentimiento, se enviaron tres cuestionarios validados a los participantes. El análisis de resultados revela una relación positiva entre la identidad profesional, el compromiso profesional y el éxito profesional. Nuestros datos también demuestran que la identidad profesional y el compromiso profesional pueden influir directamente en el éxito del profesorado de inglés chino en entornos profesionales. Los resultados de este estudio pueden tener importantes implicaciones para los profesores de idiomas y los formadores de profesores.

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Biografía del autor/a

ALI DERAKHSHAN, GOLESTAN UNIVERSITY, GORGAN, IRAN (Corresponding author)

CORRESPONDING AUTHOR

Associate Professor of Applied Linguistics, Department of English Language and Literature, Faculty of Humanities and Social Sciences

Citas

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