The Influence of Teacher Professional Identity on Conformity Behavior: The Mediating Role of Perceived Institutional Norms
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| Title: | The Influence of Teacher Professional Identity on Conformity Behavior: The Mediating Role of Perceived Institutional Norms |
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| Language: | English |
| Authors: | Chuang Xu (ORCID |
| Source: | International Journal of Educational Methodology. 2023 9(4):761-770. |
| Availability: | Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@ijem.com; Web site: https://www.ijem.com/ |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Professional Identity, Teacher Behavior, Social Behavior, College Faculty, Foreign Countries, Universities, College Environment, Educational Environment, Administrators |
| Geographic Terms: | China |
| ISSN: | 2469-9632 |
| Abstract: | Based on institutional theory, this study explores the causal relationship between teacher professional identity, perceived institutional norms, and teachers' conformity behavior in colleges and universities in Hunan Province. A questionnaire survey was conducted on 500 teachers from two universities in Hunan Province. The reliability and validity test results and structural equation modeling analysis show that the professional identity of college teachers positively affects their conformity behavior, and that perceived institutional norms partially mediate the relationship between teacher professional identity and teacher conformity behavior. The research enriches the application of institutional theory in university organization and provides an empirical basis for universities to improve teachers' conformity behavior. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1409089 |
| Database: | ERIC |
| Abstract: | Based on institutional theory, this study explores the causal relationship between teacher professional identity, perceived institutional norms, and teachers' conformity behavior in colleges and universities in Hunan Province. A questionnaire survey was conducted on 500 teachers from two universities in Hunan Province. The reliability and validity test results and structural equation modeling analysis show that the professional identity of college teachers positively affects their conformity behavior, and that perceived institutional norms partially mediate the relationship between teacher professional identity and teacher conformity behavior. The research enriches the application of institutional theory in university organization and provides an empirical basis for universities to improve teachers' conformity behavior. |
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| ISSN: | 2469-9632 |
