The Relationship between Professional Identity and Job Satisfaction among Teachers at Newly Established Undergraduate Institutions: The Mediating Role of Work Engagement
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| Title: | The Relationship between Professional Identity and Job Satisfaction among Teachers at Newly Established Undergraduate Institutions: The Mediating Role of Work Engagement |
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| Language: | English |
| Authors: | Xin-Min Zhang, Yuan-Cheng Chang |
| Source: | Journal of Education and Learning. 2025 14(2):125-138. |
| Availability: | Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Professional Identity, Job Satisfaction, College Faculty, Teacher Attitudes, Gender Differences, Age Differences, Teacher Behavior, Values |
| Geographic Terms: | China |
| Assessment and Survey Identifiers: | Utrecht Work Engagement Scale |
| ISSN: | 1927-5250 1927-5269 |
| Abstract: | Amid the rapid development of higher education in China and the increasingly fierce competition among colleges, improving teachers' job satisfaction has become a critical criterion for ensuring the sustainable development of newly established undergraduate institutions and meeting the growing demand for talent cultivation. In this study I explores the impact of professional identity and work engagement on job satisfaction among teachers of different genders and ages. Based on conservation of resources theory, I utilized multiple regression analysis to investigate 637 university teachers from five newly established undergraduate institutions in Hebei Province, China. The results indicate significant differences in professional identity, job satisfaction, and work engagement among teachers of different genders and ages, with female teachers scoring higher than male teachers, and older teachers scoring higher than younger teachers. Professional identity has a significantly positive effect on job satisfaction and work engagement. Additionally, work engagement plays a partial mediating role between professional identity and job satisfaction among teachers at newly established undergraduate institutions. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1469961 |
| Database: | ERIC |
| Abstract: | Amid the rapid development of higher education in China and the increasingly fierce competition among colleges, improving teachers' job satisfaction has become a critical criterion for ensuring the sustainable development of newly established undergraduate institutions and meeting the growing demand for talent cultivation. In this study I explores the impact of professional identity and work engagement on job satisfaction among teachers of different genders and ages. Based on conservation of resources theory, I utilized multiple regression analysis to investigate 637 university teachers from five newly established undergraduate institutions in Hebei Province, China. The results indicate significant differences in professional identity, job satisfaction, and work engagement among teachers of different genders and ages, with female teachers scoring higher than male teachers, and older teachers scoring higher than younger teachers. Professional identity has a significantly positive effect on job satisfaction and work engagement. Additionally, work engagement plays a partial mediating role between professional identity and job satisfaction among teachers at newly established undergraduate institutions. |
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| ISSN: | 1927-5250 1927-5269 |
