Chinese English teachers’ professional identity and commitment and their associations with their professional success
DOI:
https://doi.org/10.30827/portalin.vi2023c.29625Keywords:
China, English teachers, professional commitment, professional success, teacher identityAbstract
The success of any educational context, including language classes, highly depends on teachers’ professional success. Thus, understanding the antecedents of this construct is of great importance. The importance of teacher professional success has inspired many practitioners and scholars worldwide to look into the potential predictors of this variable. Nonetheless, the function of teachers’ professional traits in predicting their professional success has scarcely been examined. In addition, the predictive role of professional identity and professional commitment has remained under-researched. Against this backdrop, the present inquiry inspected the connections between teacher professional identity, teacher commitment, and teacher professional success. This research also explored the effects of professional identity and commitment on Chinese English teachers’ success. To this aim, 300 Chinese English teachers were recruited from Henan, Hubei, Shanghai, Beijing, Jilin, and Shandong Province. Following the distribution of consent forms, three reliable inventories were sent to respondents. The evaluation of the collected data revealed close and positive links between professional identity, professional commitment, and professional success. Data analysis also represented that professional identity and professional commitment can directly influence Chinese English teachers’ success in professional environments. The outcomes of current research may have important implications for language instructors and teacher educators.
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