View in EDS HTML Full Text PDF Full Text

Performer versus Caring Professional: Identity Conflicts of Preschool Teachers in the Context of Performative Culture in Mainland China

Saved in:
Bibliographic Details
Title: Performer versus Caring Professional: Identity Conflicts of Preschool Teachers in the Context of Performative Culture in Mainland China
Language: English
Authors: Ting Liu (ORCID 0009-0005-3194-499X), Jocelyn L. N. Wong (ORCID 0000-0002-2408-2616)
Source: Educational Review. 2026 78(3):315-332.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 18
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Preschool Education
Descriptors: Preschool Teachers, Professional Identity, Performance, Conflict, Foreign Countries, School Culture, Classroom Environment, Inquiry, Active Learning, Faculty Development, Caring, Context Effect
Geographic Terms: China
DOI: 10.1080/00131911.2025.2486755
ISSN: 0013-1911
1465-3397
Abstract: Previous research has shown that primary and secondary teachers can experience identity conflicts in the context of performative school culture. However, this is an issue that has not been well explored in early childhood education, where preschool teachers also increasingly face pressures to meet performative demands under neoliberal educational reforms. These trends are evident in various national contexts, with mainland China being no exception. Using identity conflict theory as the theoretical lens, this qualitative study investigated identity conflicts experienced by preschool teachers in two government-funded preschools in mainland China. Drawing on semi-structured interviews with 10 preschool teachers and 5 school administrators, complemented by document analysis, the study found that preschool teachers experienced conflicts between their identity as performers and as caring professionals. These identity conflicts can be further categorised into two types: (1) inter-unit conflicts between performative demands imposed by the preschool and teachers' professional values, and (2) intra-unit conflicts between the need for survival and a commitment to children's development. The hierarchical management structure and the pervasive performative culture in preschools are key factors that exacerbated teacher identity conflicts. The findings provide implications for policymakers and preschool administrators to support preschool teachers in addressing identity conflicts arising from performativity.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1503435
Database: ERIC
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwFHXx4Gp1M07dEYslW45ySbAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDFTjKZC6tvx9UAEJqAIBEICBm00jktYout26qmcX_OGWHmtnEOZJQ_a6-98zh_Xc3XcdjyTeTWRJ1TrtPkPGC0c6TLyHdCCh4AAyQZezjqnaHFPYQRvhqyIL9LxXrXid9AvfKmkhFmRWjSubwR8OxMSdwqM5IPXobEgWfKzuQ2rtI-8RHXOcf3Je0y2i_Ur2kEGo3k9yp4U-l6GP4id30DtBtp6M1wflGFDj9pTP
Text:
  Availability: 1
  Value: <anid>AN0193123637;edi01mar.26;2026Apr22.06:43;v2.2.500</anid> <title id="AN0193123637-1">Performer versus caring professional: identity conflicts of preschool teachers in the context of performative culture in mainland China </title> <p>Previous research has shown that primary and secondary teachers can experience identity conflicts in the context of performative school culture. However, this is an issue that has not been well explored in early childhood education, where preschool teachers also increasingly face pressures to meet performative demands under neoliberal educational reforms. These trends are evident in various national contexts, with mainland China being no exception. Using identity conflict theory as the theoretical lens, this qualitative study investigated identity conflicts experienced by preschool teachers in two government-funded preschools in mainland China. Drawing on semi-structured interviews with 10 preschool teachers and 5 school administrators, complemented by document analysis, the study found that preschool teachers experienced conflicts between their identity as performers and as caring professionals. These identity conflicts can be further categorised into two types: (<reflink idref="bib1" id="ref1">1</reflink>) inter-unit conflicts between performative demands imposed by the preschool and teachers' professional values, and (<reflink idref="bib2" id="ref2">2</reflink>) intra-unit conflicts between the need for survival and a commitment to children's development. The hierarchical management structure and the pervasive performative culture in preschools are key factors that exacerbated teacher identity conflicts. The findings provide implications for policymakers and preschool administrators to support preschool teachers in addressing identity conflicts arising from performativity.</p> <p>Keywords: Identity; identity conflicts; preschool teachers; performativity; China</p> <hd id="AN0193123637-2">Introduction</hd> <p>Due to the increasing complexity of teachers' work and ongoing educational reforms, teachers are more exposed to encounter identity conflicts in the workplace (Beijaard et al., [<reflink idref="bib6" id="ref3">6</reflink>]; Liu & Trent, [<reflink idref="bib30" id="ref4">30</reflink>]). Teacher identity is viewed as a response to questions like "Who am I and who do I want to become as a teacher?" and "What does it mean to be a teacher?" (Hong et al., [<reflink idref="bib19" id="ref5">19</reflink>]; Pillen et al., [<reflink idref="bib37" id="ref6">37</reflink>]). Identity conflicts, also termed identity tensions by some scholars (e.g. Pillen et al., [<reflink idref="bib37" id="ref7">37</reflink>]), may arise when teachers find themselves pulled in opposing directions by competing values and expectations regarding their identities, leading to feelings of struggle (Guerrero-Nieto & Castañeda-Trujillo, [<reflink idref="bib16" id="ref8">16</reflink>]). In neoliberal contexts, these conflicts are intensified by performativity (Buchanan, [<reflink idref="bib8" id="ref9">8</reflink>]; Reeves, [<reflink idref="bib42" id="ref10">42</reflink>]), which Ball ([<reflink idref="bib3" id="ref11">3</reflink>], p. 216) defines as "a technology, a culture and a mode of regulation" focused on outputs, productivity, and ongoing "judgments, comparisons and displays". A key consequence of performativity is a shift in teachers' time and effort from first-order tasks (i.e. the actual educative work and student-centred practices) to second-order tasks (i.e. tasks aimed at demonstrating visible, measurable outcomes of their practice, such as student achievement data) (Daliri-Ngametua et al., [<reflink idref="bib11" id="ref12">11</reflink>]; Hardy & Lewis, [<reflink idref="bib17" id="ref13">17</reflink>]; Lewis & Holloway, [<reflink idref="bib28" id="ref14">28</reflink>]). This shift creates identity conflicts for teachers, as they struggle to balance performative demands with the traditional professional values (such as fostering holistic student growth and nurturing caring teacher-student relationships) (Guenther, [<reflink idref="bib15" id="ref15">15</reflink>]; Hendrikx, [<reflink idref="bib18" id="ref16">18</reflink>]; Skinner et al., [<reflink idref="bib45" id="ref17">45</reflink>]).</p> <p>While these studies have primarily examined identity conflicts among primary and secondary school teachers within performative cultures, little attention has been paid to this issue in early childhood education (ECE). Unlike primary and secondary education, which are often characterised by standardised testing and high-stakes accountability, ECE traditionally centres on learning through play (Nolan & Paatsch, [<reflink idref="bib34" id="ref18">34</reflink>]) and prioritises young children's holistic development over measurable academic outcomes. However, preschool teachers are not immune to performative pressures. Neoliberal policies worldwide increasingly seek to standardise ECE practices through frameworks of surveillance, accountability, and performativity (Hunkin, [<reflink idref="bib22" id="ref19">22</reflink>]; Paananen & Grieshaber, [<reflink idref="bib35" id="ref20">35</reflink>]), and mainland China (hereafter referred to as China) is no exception (Rao et al., [<reflink idref="bib41" id="ref21">41</reflink>]).</p> <p>Although several scholars have discussed these shifts in ECE and their impact on preschool teachers (e.g. Kilderry, [<reflink idref="bib26" id="ref22">26</reflink>]), there remains a lack of empirical research exploring the identity conflicts preschool teachers may experience in response to performative cultures, particularly from the teachers' own perspectives. Research in this field is crucial, and the importance of teacher identity in teachers' professional lives has been well documented, particularly its influence on teacher motivation, commitment, self-efficacy, and job satisfaction (Day, [<reflink idref="bib12" id="ref23">12</reflink>]; Hong, [<reflink idref="bib20" id="ref24">20</reflink>]). Serious identity conflicts may cause teachers to leave the profession (Pillen et al., [<reflink idref="bib37" id="ref25">37</reflink>]).</p> <p>To address this gap, the present qualitative study investigates the identity conflicts experienced by preschool teachers in China. Since 2010, the Chinese government has intensified state regulation and surveillance of ECE to enhance both its availability and quality, which has placed great performative pressure on preschool teachers (Pan et al., [<reflink idref="bib36" id="ref26">36</reflink>]; Rao et al., [<reflink idref="bib41" id="ref27">41</reflink>]). So far, however, there has been little discussion about the possible teacher identity conflicts within the current educational reform contexts. Guided by identity conflict theory suggested by Horton et al. ([<reflink idref="bib21" id="ref28">21</reflink>]), this study addresses two key research questions: (<reflink idref="bib1" id="ref29">1</reflink>) What identity conflicts do preschool teachers experience in the context of performative culture? (<reflink idref="bib2" id="ref30">2</reflink>) How do contextual factors contribute to these conflicts?</p> <p>Data revealed that the hierarchical management structure and the pervasive performative culture in preschools can exacerbate teacher identity conflicts between their identity as performers and as caring professionals. These insights offer practical implications for policymakers and preschool administrators to support preschool teachers in addressing identity conflicts arising from educational reforms that emphasise performativity.</p> <hd id="AN0193123637-3">Literature review</hd> <p></p> <hd id="AN0193123637-4">Teacher identity and identity conflicts</hd> <p>The concept of teacher identity has received extensive attention in recent years (Hong et al., [<reflink idref="bib19" id="ref31">19</reflink>]). There are various approaches to studying teacher identity, and no consensus exists on its precise definition (Pillen et al., [<reflink idref="bib37" id="ref32">37</reflink>]). In this study, teacher identity is understood as an ongoing process that shifts over time through the interplay of multiple personal and external influencing factors (Beauchamp & Thomas, [<reflink idref="bib5" id="ref33">5</reflink>]; Beijaard et al., [<reflink idref="bib6" id="ref34">6</reflink>]; Pillen et al., [<reflink idref="bib37" id="ref35">37</reflink>]). This complex process often involves feelings of struggle, particularly in the context of changing educational reforms, where tensions between opposing forces, such as negotiating between institutional demands and personal beliefs and values, can provoke teacher identity conflicts (Guerrero-Nieto & Castañeda-Trujillo, [<reflink idref="bib16" id="ref36">16</reflink>]).</p> <p>Another common feature of teacher identity from a postmodern perspective acknowledged by many scholars is its multiplicity (Akkerman & Meijer, [<reflink idref="bib1" id="ref37">1</reflink>]), which means that teacher identity consists of multiple different identities, shaped by various contexts, relationships, and experiences (Beijaard et al., [<reflink idref="bib6" id="ref38">6</reflink>]). However, these identities do not always coexist harmoniously (Akkerman & Meijer, [<reflink idref="bib1" id="ref39">1</reflink>]), and identity conflicts arise when they are misaligned or come into tension (Popper-Giveon & Shayshon, [<reflink idref="bib40" id="ref40">40</reflink>]). Performativity has been identified as a key trigger of such teacher identity conflicts, an issue considered in the following section.</p> <hd id="AN0193123637-5">Teacher identity conflicts in performance-driven school cultures</hd> <p>Numerous studies (e.g. Buchanan, [<reflink idref="bib8" id="ref41">8</reflink>]; Guenther, [<reflink idref="bib15" id="ref42">15</reflink>]; Hendrikx, [<reflink idref="bib18" id="ref43">18</reflink>]; Skinner et al., [<reflink idref="bib45" id="ref44">45</reflink>]; Woods & Jeffrey, [<reflink idref="bib47" id="ref45">47</reflink>]) have documented the negative impact of performativity on teacher identity. Under performative pressures, top-down accountability measures have constrained teachers' agency and eroded their autonomy, reducing them to technicians who implement predefined curricula and practices (Buchanan, [<reflink idref="bib8" id="ref46">8</reflink>]; Guerrero-Nieto & Castañeda-Trujillo, [<reflink idref="bib16" id="ref47">16</reflink>]) and forcing them to produce tangible evidence to justify their work (Daliri-Ngametua et al., [<reflink idref="bib11" id="ref48">11</reflink>]). Teachers' agency and autonomy are interconnected and are central to teacher identity formation (Guenther, [<reflink idref="bib15" id="ref49">15</reflink>]; Sherman & Teemant, [<reflink idref="bib44" id="ref50">44</reflink>]), and their restriction has been found to create conflicts for teacher identities (Karimpour et al., [<reflink idref="bib24" id="ref51">24</reflink>]). In this context, teachers often face a mismatch between their personal values (e.g. care for students) and externally imposed definitions of a highly effective teacher, which leads to conflicting teacher identities (Guenther, [<reflink idref="bib15" id="ref52">15</reflink>]; Reeves, [<reflink idref="bib42" id="ref53">42</reflink>]).</p> <p>In contrast, recently, another thread of the research has found that teachers might not perceive performative measures as having such significant negative effects (Frostenson & Englund, [<reflink idref="bib14" id="ref54">14</reflink>]; Poole, [<reflink idref="bib39" id="ref55">39</reflink>]; Ro, [<reflink idref="bib43" id="ref56">43</reflink>]). Such studies argued that performative pressures can be normalised and that teachers are less likely to encounter identity conflicts (Poole, [<reflink idref="bib39" id="ref57">39</reflink>]). For instance, Frostenson and Englund ([<reflink idref="bib14" id="ref58">14</reflink>]) found that, contrary to earlier arguments of a fundamental conflict between performative demands and humanistic values (e.g. Woods & Jeffrey, [<reflink idref="bib47" id="ref59">47</reflink>]), teachers in their study were able to reconcile humanistic values with performative techniques.</p> <p>These two threads of research suggest that the impact of performativity on teachers may vary across different school contexts and teachers. While both perspectives provide valuable insights, this study is particularly informed by the first thread concerning teacher identity conflicts. Given the increasing performativity in ECE, it is important to examine how these conflicts manifest in preschool teachers' identity development, a topic underexplored in the existing literature.</p> <hd id="AN0193123637-6">Theoretical framework: a multi-level analysis of teacher identity conflicts in reform context...</hd> <p>To explore identity conflicts experienced by preschool teachers, this study adopts Horton et al.'s ([<reflink idref="bib21" id="ref60">21</reflink>]) framework of identity conflicts in the workplace. Horton et al. ([<reflink idref="bib21" id="ref61">21</reflink>], p. 6) define identity conflict as "conflict between the values, beliefs, norms and demands inherent in individual and group identities". This framework offers an integrative, cross-level perspective on identity conflicts by bringing previous fragmented views of identity together, informing the present study in two key aspects.</p> <p>First, Horton et al. ([<reflink idref="bib21" id="ref62">21</reflink>]) clarify a crucial difference between inter-unit and intra-unit conflicts, which provides a comprehensive framework for analysing the types of conflicts experienced by teachers. Inter-unit conflicts arise when differing values, beliefs, norms, or expectations are held by separate individuals or groups. Intra-unit conflicts, by contrast, occur when there are discrepancies in values, beliefs, or expectations within a single individual or collective identity. These two types of identity conflicts draw attention to not only the discrepancies between externally imposed demands (e.g. policies or leadership requirements) and teachers' professional values, which may result in inter-unit conflicts, but also the internal tensions teachers face when navigating their own conflicting values, which can lead to intra-unit conflicts.</p> <p>Second, Horton et al.'s framework emphasises the interconnectedness of identity conflicts across levels and stresses the importance of context in shaping these conflicts. It suggests that conflicts at one level (e.g. organisational) can influence and exacerbate conflicts at another level (e.g. individual). This perspective draws our attention to the role of contextual factors at the preschool and policy levels in shaping teacher identity conflicts at the individual level.</p> <p>Informed by this framework, a multi-level theoretical framework to examine the types of identity conflicts preschool teachers experience and the contextual factors contributing to these conflicts is developed, as shown in Figure 1 below. Figure 1 presents a nested structure: the outer, middle, and inner circles represent the policy context, school context (mediating between policies and individual teachers), and individual teachers, respectively. Inter-unit teacher identity conflicts arise from tensions between external demands and expectations by policy and schools and teachers' own values and beliefs. Intra-unit conflicts occur when individual teachers hold conflicting values, such as balancing performative values with professional values, as illustrated by overlapping areas within the inner circle.</p> <p>Graph: Figure 1. A multi-level analysis of teacher identity conflicts in reform contexts.</p> <hd id="AN0193123637-7">ECE quality reform in China</hd> <p>ECE in China comprises childcare services for children under three years old and preschool education for those aged three to six. This paper focuses on preschool education, which is the primary component of the ECE system in China. Since 2010, the national government has initiated a series of educational reforms to enhance both the availability and quality of ECE, marking a shift from a market-driven model of ECE to a state-led approach (Rao et al., [<reflink idref="bib41" id="ref63">41</reflink>]). Key policy initiatives, such as the <emph>Outline of China's National Plan for Medium and Long-term Education Reform and Development 2010–2020</emph> (State Council of China, [<reflink idref="bib46" id="ref64">46</reflink>]) and subsequent regional reforms, have played a central role in standardising and promoting preschool quality (Jiang et al., [<reflink idref="bib23" id="ref65">23</reflink>]).</p> <p>To ensure preschool quality, the government has implemented various regulatory measures that share similar features with neoliberal agendas in ECE in Western countries, such as standard-setting, intensified surveillance of teaching, and increased competition. First, a series of standards and guidelines with specific quality indicators have been introduced, such as the <emph>Professional Standards for Preschool Teachers (Trial Version)</emph> (Ministry of Education of China, [<reflink idref="bib32" id="ref66">32</reflink>]). Second, preschools are subject to external inspections and monitoring by local authorities and are required to conduct self-evaluations. Additionally, incentive mechanisms (e.g. professional skills competitions, awards for educational and teaching achievements, and honorary titles) have been established to encourage quality improvement.</p> <p>China's national ECE quality evaluations exclude child development outcomes as indicators to prevent academic pressure and promote a child-centred, play-based curriculum as a marker of high-quality ECE (Rao et al., [<reflink idref="bib41" id="ref67">41</reflink>]). Instead of focusing on child development outcomes, the ECE quality assurance system in China emphasises two main dimensions: structural quality and process quality (Rao et al., [<reflink idref="bib41" id="ref68">41</reflink>]), which are widely recognised as key indicators of ECE quality globally (Bassok et al., [<reflink idref="bib4" id="ref69">4</reflink>]). Structural quality refers to quantifiable program-level inputs (such as physical environments, staff qualifications, class sizes, and staff-child ratios), while process quality emphasises teaching practices, children's learning experiences, and teacher–child interactions (Bassok et al., [<reflink idref="bib4" id="ref70">4</reflink>]; Rao et al., [<reflink idref="bib41" id="ref71">41</reflink>]).</p> <p>The focus of the ECE quality assurance system in China is shifting from an emphasis on structural quality to a greater emphasis on process quality. In 2022, the <emph>Evaluation Guidelines for Early Childhood Education and Care in Preschools</emph> (hereafter, the <emph>Evaluation Guidelines</emph>) (Ministry of Education of China, [<reflink idref="bib33" id="ref72">33</reflink>]) were introduced. This policy document explicitly stipulates critical dimensions of process quality and emphasises that evaluations of education and care quality should prioritise process-oriented assessments, self-evaluations by preschools and teachers, and continuous improvement, rather than outcomes and external inspections. This shift implies that preschool teachers are subject to both external surveillance by the government and internal surveillance within their preschools. Within this context, the identity conflicts experienced by preschool teachers were explored.</p> <hd id="AN0193123637-8">Methods</hd> <p></p> <hd id="AN0193123637-9">Context and participants</hd> <p>This study evolved from a larger research project involving 41 participants, which aimed to understand how preschool teachers construct their identities within the context of quality assurance. It employed a qualitative case study approach and multiple data sources to achieve a holistic, detailed, and in-depth understanding of the phenomenon (Yin, [<reflink idref="bib48" id="ref73">48</reflink>]). This larger research study was approved by the Survey and Behavioral Research Ethics Committee (Reference number: SBRE-22-0712) of the authors' institution. Participants' informed consent was obtained prior to the data collection, and pseudonyms were used to protect their identities. Drawing on data collected from two of the five case preschools in the larger study, this study specifically examined the common impact of performativity on preschool teacher identity, particularly in the form of identity conflicts experienced by most participants.</p> <p>Purposive sampling was used to select participants who could provide rich information to meet the objectives of the study (Merriam, [<reflink idref="bib31" id="ref74">31</reflink>]). Participants were recruited in M district, Shenzhen, with the help of three gatekeepers (teacher-researchers who are highly familiar with the ECE systems, the case preschools, and some frontline teachers) and the use of snowball sampling (Merriam, [<reflink idref="bib31" id="ref75">31</reflink>]). M District in Shenzhen was selected as the research site for its pioneering role in ECE quality assurance reform nationwide. Since 2018, local authorities have implemented intensive quality reforms, such as appointing full-time ECE inspectors, enhancing evaluation standards and tools, and promoting external quality monitoring and self-evaluations among preschools in the district. These intensive reforms make the district a suitable site for understanding preschool teacher identity in the context of quality assurance.</p> <p>Data for this study were collected from two high-performing, government-funded preschools in M District. Preschool B is a branch of Preschool A, and both preschools are managed by the same head principal. These two preschools were selected due to their strong performative culture, target-setting management, performance-related pay system, active engagement in quality reforms, and outstanding performance in winning numerous awards. This performative context provided rich information on the impact of performativity on preschool teachers. The participants in this study comprised 10 preschool teachers and 5 preschool administrators, as shown in Table 1.</p> <p>Table 1. Information of interviewees from the case preschools.</p> <p> <ephtml> <table><thead valign="bottom"><tr><td><p>Participants</p></td><td><p>Preschool</p></td><td><p>Role</p></td><td><p>Experience (year range)</p></td><td><p>Number of interviews</p></td></tr></thead><tbody><tr><td><p>Ailin</p></td><td><p>A</p></td><td><p>Teacher</p></td><td><p>16–20</p></td><td char="."><p>1</p></td></tr><tr><td><p>Bing</p></td><td><p>A</p></td><td><p>Teacher/Grade Coordinator</p></td><td><p>0–5</p></td><td char="."><p>3</p></td></tr><tr><td><p>Chun</p></td><td><p>A</p></td><td><p>Teacher</p></td><td><p>0–5</p></td><td char="."><p>2</p></td></tr><tr><td><p>Dan</p></td><td><p>A</p></td><td><p>Teacher</p></td><td><p>0–5</p></td><td char="."><p>2</p></td></tr><tr><td><p>Enqi</p></td><td><p>A</p></td><td><p>Teacher</p></td><td><p>0–5</p></td><td char="."><p>3</p></td></tr><tr><td><p>Fei</p></td><td><p>A</p></td><td><p>Teacher</p></td><td><p>0–5</p></td><td char="."><p>3</p></td></tr><tr><td><p>Gui</p></td><td><p>A</p></td><td><p>Teacher</p></td><td><p>0–5</p></td><td char="."><p>2</p></td></tr><tr><td><p>Hua</p></td><td><p>B</p></td><td><p>Teacher/Grade Coordinator</p></td><td><p>6–10</p></td><td char="."><p>1</p></td></tr><tr><td><p>Jing</p></td><td><p>B</p></td><td><p>Teacher</p></td><td><p>6–10</p></td><td char="."><p>3</p></td></tr><tr><td><p>Kexin</p></td><td><p>B</p></td><td><p>Teacher</p></td><td><p>0–5</p></td><td char="."><p>2</p></td></tr><tr><td><p>Lian</p></td><td><p>A</p></td><td><p>Principle</p></td><td><p>/</p></td><td char="."><p>1</p></td></tr><tr><td><p>Mei</p></td><td><p>A</p></td><td><p>Middle leader</p></td><td><p>/</p></td><td char="."><p>1</p></td></tr><tr><td><p>Ning</p></td><td><p>B</p></td><td><p>Vice Principle</p></td><td><p>/</p></td><td char="."><p>1</p></td></tr><tr><td><p>Ou</p></td><td><p>A&B</p></td><td><p>Teacher-researcher</p></td><td><p>/</p></td><td char="."><p>1</p></td></tr><tr><td><p>Ping</p></td><td><p>A&B</p></td><td><p>Teacher-researcher</p></td><td><p>/</p></td><td char="."><p>1</p></td></tr></tbody></table> </ephtml> </p> <hd id="AN0193123637-10">Data collection</hd> <p>This study primarily relied on in-depth, semi-structured interviews (Merriam, [<reflink idref="bib31" id="ref76">31</reflink>]) with preschool teachers and administrators, conducted in one to three rounds. The first round of interviews with teachers covered several key topics: personal background, teachers' views on their identity, their perceptions and experiences of quality reform implementation, and their interactions with various stakeholders in the workplace. Following a preliminary analysis, second and third rounds of interviews were conducted with some participants, focusing on more concrete and in-depth details about teacher identity in relation to quality assurance. For example, teachers were asked to elaborate on how they negotiate external expectations with their own concerns, beliefs, and values through concrete examples. Each teacher interview lasted an average of 90–120 minutes, with a few extending beyond 180 minutes.</p> <p>This study also draws on data from interviews with preschool administrators to better understand the policy implementation process and the preschool contexts. These interviews, lasting 60–90 minutes, also helped triangulate the data from teacher interviews. All the interviews in this study were conducted in Mandarin (i.e. the participants' mother tongue) to ensure accurate expression, audio-recorded with participants' consent, and transcribed verbatim. The Chinese data extracts used in this paper were translated into English by the first author and checked for accuracy by the second author.</p> <p>Another source of data consisted of documents covering various policies, instruments, and reports related to quality assurance at the national (e.g. the <emph>Evaluation Guidelines</emph>), district (e.g. <emph>ECE Process Quality Monitoring Indicators and Tools</emph>), and preschool levels (e.g. <emph>Preschool Development Plan, Action Plan for Process Quality Evaluation</emph>). The analysis of these documents was used to identify the policy tools and performative measures employed and to enhance our understanding of the policy and preschool contexts, as well as the external expectations faced by frontline teachers, although not all of them are quoted.</p> <hd id="AN0193123637-11">Data analysis</hd> <p>This study employed a thematic analysis approach (Braun & Clarke, [<reflink idref="bib7" id="ref77">7</reflink>]), integrating both inductive (data-driven) and deductive (theory-driven) methods in a cyclical rather than linear manner. Initially, the data were thoroughly reviewed multiple times, applying inductive methods to extract codes and group recurring themes that reflect common perceptions and experiences of participants. Following this inductive phase, a deductive approach was introduced, where the identified themes were compared with preliminary theoretical frameworks for further categorisation and refinement. Through revisiting the transcripts and reevaluating the emerging themes via an iterative and cyclical process of inductive and deductive approaches, three primary themes emerged: (<reflink idref="bib1" id="ref78">1</reflink>) inter-unit conflicts between performative demands imposed by the preschool and teachers' professional values, (<reflink idref="bib2" id="ref79">2</reflink>) intra-unit conflicts between the need for survival and a commitment to children's development, and (<reflink idref="bib3" id="ref80">3</reflink>) contextual factors that intensified teacher identity conflicts, including the hierarchical management structure of the ECE system and the pervasive performative culture in preschools.</p> <p>The trustworthiness of the findings was enhanced through member-checking (Merriam, [<reflink idref="bib31" id="ref81">31</reflink>]). Participants were invited to review and provide feedback on the preliminary findings to minimise misunderstandings. The original data and analysis were re-examined many times to solidify the development of themes. However, this study makes no attempt to draw any generalisation.</p> <hd id="AN0193123637-12">Findings</hd> <p>The findings are organised around the two research questions. The first and second sections examine teachers' experiences of identity conflicts, including inter-unit and intra-unit identity conflicts. The third section focuses on the contextual factors that exacerbated these two types of teacher identity conflicts.</p> <hd id="AN0193123637-13">Inter-unit identity conflicts between performative demands imposed by the preschool and teach...</hd> <p>The teachers faced inter-unit identity conflicts between the performative demands of making themselves and their work visible (Erlandson et al., [<reflink idref="bib13" id="ref82">13</reflink>]), and their own professional values, such as a child-centred educational philosophy (Woods & Jeffrey, [<reflink idref="bib47" id="ref83">47</reflink>]) and an ethic of care (Chatelier & Rudolph, [<reflink idref="bib9" id="ref84">9</reflink>]). These conflicts manifested in three key areas of their daily practice: implementing inquiry-based learning, designing the physical learning environment, and engaging in professional development.</p> <hd id="AN0193123637-14">Implementing inquiry-based learning: child-centred vs. outcome-driven</hd> <p>Inquiry-based learning (IBL) has become increasingly important in ECE practices in China (Li, [<reflink idref="bib29" id="ref85">29</reflink>]). In the case preschools, IBL constituted a core component of their curriculum. A significant conflict emerged in IBL between teachers' values of child-centredness and preschools' emphasis on outcome-driven practices. Some teachers (e.g. Enqi, Hua, Jing, Kexin) expressed a desire to be child-centred teachers who placed children's inquiry interests and learning needs as the highest priority. This child-centred approach aligned with the duties ascribed to preschool teachers in ECE policies such as the <emph>Evaluation Guidelines</emph>. For instance, reflecting on her earlier practices, Hua described how she could once support children to engage in authentic explorations based on children's inquiry interests without external pressures to achieve specific outcomes (such as implementing scripted curricula or producing impressive teaching cases): "At that time, we didn't feel any pressure. If we found something fun, we would simply continue exploring it without worrying about achieving any particular outcomes" (Interview, Hua). She added that these activities were "meaningful, in-depth, and continuous", and that the children were deeply involved in the inquiring process (Interview, Hua).</p> <p>However, teachers reported that such child-centred practices were replaced by prescribed and outcome-driven IBL activities. The case preschools set targets for teachers to ensure the delivery of curriculum outcomes (<emph>cheng guo</emph>). A middle leader, who worked as the director of teaching affairs at preschool A, explained: "We need to produce these outcomes within a certain time. To ensure its basic quality or just to make sure we can deliver the outcome, we give teacher a predefined framework to follow and have her work within that structure" (Interview, Mei). Most teachers mentioned that they were expected to implement scripted inquiry themes assigned by preschool leaders and to produce the desired outcomes.</p> <p>In the view of most teachers (e.g. Chun, Dan, Enqi, Hua, Jing, Kexin), the performative demands for quick and visible curriculum outcomes not only limited their autonomy in deciding teaching practices, but also led them to overlook the children's actual learning needs and meaningful engagement. Moreover, to meet the desired curriculum outcomes, teachers often focused on documenting the activities through photos and texts as evidence of inquiry outcomes, rather than fostering children's deep and meaningful inquiry. For instance, one teacher described IBL activities as becoming "a show" aimed at showcasing the high performance of both teachers and children, rather than focusing on the children's authentic learning process:</p> <p>If you're always chasing an outcome-driven curriculum, what are the kids doing in all this? It just becomes a show ... The teacher's role becomes all about showing every day – showing off what kind of results we have achieved for this activity. Look how creative it is! How impressive it looks! But my true focus is on what the children actually learn from this. (Interview, Hua)</p> <p>Dan also expressed the view that many IBL curricula were implemented superficially and sometimes even fabricated to showcase children's high performance: "Many things are faked, not the true performance of the children" (Interview, Dan). These reflections highlighted how the pressure to quickly achieve desired targets and visible outcomes conflicted with teachers' child-centred values, which focus on children's learning needs.</p> <hd id="AN0193123637-15">Design of the physical learning environment: meeting children's needs vs. being a showcase</hd> <p>Another conflict teachers faced was the design of the physical learning environment. Teachers believed the classroom environment should serve as a resource to support children's developmental needs. However, in practice, its design had primarily focused on making their work visible to inspectors and other external visitors. As one teacher noted,</p> <p>It's just superficial work and doesn't mean much ... It doesn't really help the child's development. It's more about meeting the expectations of leaders and inspectors. (Interview, Dan)</p> <p>This conflict became particularly evident following the release of the <emph>Evaluation Guidelines</emph>, which emphasised the importance of valuing children's self-expression and the representation of their experiences through forms such as drawing and verbal expression, while also requiring teachers to authentically listen to and document children's experiences. Although these guidelines were intended to promote child-centred practices, their implementation became superficial and diverged from the policy's original intent in two significant ways.</p> <p>First, multiple forms of representation (visual, linguistic, and physical) were narrowed to visual forms, particularly children's drawings, because they were easier to preserve and display for visitors. A middle leader explained, "Ultimately, the best things we can keep and use again are the kids' drawings. Things like ... verbal expressions, dance, and movements are just more temporary, but drawings can last a long time so others can see them" (Interview, Mei). However, some teachers (e.g. Chun, Dan, Fei) criticised the focus on visual representations of children's work, as they considered these activities to contribute little to children's development. For example, "She (the leader) wants something that adults can easily understand at a glance ... But for the children, it's actually something completely meaningless" (Interview, Chun).</p> <p>Second, children's representations shifted from spontaneous, autonomous activities to mandatory tasks designed to meet inspection criteria. Most teachers felt that they and the children were compelled to produce evidence of children's representations. As one teacher remarked, "I believe children's representation should be voluntary. But once it becomes mandatory, I feel uncomfortable" (Interview, Fei). Another teacher said children disliked drawing because it took their time away from free play or other activities: "They're not very happy about it, and sometimes the kids will say, 'Teacher, can we not do the painting today?' But there's no choice. The leaders want this, so we have to do it" (Interview, Dan). These accounts illustrate how the performative pressure to use children's work to meet external demands conflicted with the teachers' ethic of care (centred on attending to children's needs) (Chatelier & Rudolph, [<reflink idref="bib9" id="ref86">9</reflink>]).</p> <hd id="AN0193123637-16">Professional development: long-term growth vs. short-term performative success</hd> <p>Under performative pressure, teachers also experienced apparent conflicts between their professional learning values and the demands of performative learning. Performative learning refers to teacher learning shaped by managerial expectations, which position teachers as technicians and promote competition among them (Poole, [<reflink idref="bib38" id="ref87">38</reflink>]). Echoing this perspective, several interviewees (e.g. Ou, Dan, Enqi, Hua, Jing) criticised the preschool for placing a high priority on short-term performative success (such as gaining as many rewards as possible) over long-term professional development.</p> <p>Some teachers (e.g. Enqi, Jing) viewed professional development as a gradual process aimed at improving educational practices to benefit children and their families. In contrast, they criticised their preschools' emphasis on rapid development aimed at gaining external recognition, such as winning teaching competitions. Several interviewees (e.g. Mei, Enqi, Jing) observed that while competitions could enhance teachers' professional skills, they simultaneously diminished the time and energy available for educational practices and negatively impacted teacher–child relationships, as teachers often spent entire days preparing for these competitions.</p> <p>The tension was more evident for three novice teachers (Dan, Fei, Gui), who criticised the preschool's focus on requiring teachers to demonstrate their performance through measurable outcomes rather than education and care. For example,</p> <p>It's not about how you teach for the kids. They care more about your performance, like the outcomes you achieve, the papers you publish, and the titles you earn. (Interview, Fei)</p> <p>In contrast, they felt they lacked sufficient professional guidance and support in organising children's daily routines and activities and interacting with children. As one novice teacher expressed in frustration, "No one has given me any real support, so I'm just crossing the river by feeling the stones" (Interview, Dan). These reflections highlight a mismatch between the teachers' belief in being good teachers – focused on fostering children's development – and the preschool's emphasis on defining high-performing teachers through measurable outcomes.</p> <hd id="AN0193123637-17">Intra-unit identity conflicts at the individual level: struggling between identity as a caring...</hd> <p>Despite the mismatch between performative demands and their own professional values, most teachers reported that they were not always able to enact their professional values in practice. Instead, they faced intra-unit identity conflicts between identity as a performer and identity as a caring professional. These conflicts arose as teachers strove to balance their commitment to children's development against concerns for their own survival and advancement.</p> <hd id="AN0193123637-18">Ideal as caring professionals driven by concerns for children's development</hd> <p>Most teachers stressed their sense of responsibility or commitment as preschool teachers and their aspiration to be caring professionals. In their view, a key aspect of being responsible for young children is to pay attention to children's needs and provide the necessary support they needed. As another teacher explained, "At the beginning, you just think you need to pay attention to every child and address any issues they are experiencing at the moment" (Interview, Kexin).</p> <p>Three teachers (Fei, Hua, Jing) also expressed their commitment to children through their desire to "make a difference", a value shaped by both their preservice and in-service professional learning. For example, one teacher remarked, "I've learned about things like Montessori's ideas ... I feel like this period is so important, and it makes me want to try and see if I can make a difference to children" (Interview, Hua). These reflections demonstrate how teachers internalised child-centred values, defining their ideal as caring professionals who can foster children's well-being and development.</p> <hd id="AN0193123637-19">Reconstruction of identity as performers driven by concerns for survival</hd> <p>Teachers often reconstructed identity as performers through the internalisation of performative values and demonstrated compliance with external standards. As one teacher explained: "Sometimes, in order to complete certain tasks or achieve specific goals, I might end up being a bit controlling with the children" (Interview, Ailin). Another teacher described compromising her values to meet external expectations, presenting "visible things that the leadership likes to see" (Interview, Jing). She explained, "Sometimes, to align with their suggestions, I would make certain compromises and changes, without really holding firm to my own beliefs" (Interview, Jing).</p> <p>These comments illustrate that teachers' caring professional identities had been undermined by a performative identity. This shift was driven by their concerns for survival. As one teacher stated, "If you don't comply with it, there could be consequences. For example, you might not be favoured by the leadership ... When you consider the pressure of survival, you feel like you have no choice but to comply" (Interview, Enqi). Additionally, teachers' alignment with external expectations was influenced by a desire for success. For instance, "Sometimes when you see the benefits these honours bring to others, you start thinking, I'd like to participate in more of these in the future" (Interview, Chun). These accounts echo findings by Chatelier and Rudolph ([<reflink idref="bib9" id="ref88">9</reflink>]), suggesting that under performative pressure, teachers may shift their focus from caring for children to ensuring their own survival.</p> <hd id="AN0193123637-20">Feelings of guilt and dissatisfaction as an outcome of conflicting identities</hd> <p>Several teachers (e.g. Ailin, Hua) expressed feelings of guilt when they failed to reconcile children's needs with administrative expectations, such as using children's drawings to make their performance visible. For example, "I know this isn't good for the kids, and ... I do feel a bit guilty and regretful" (Interview, Ailin). Another teacher described her internal struggle due to the discrepancy between her practice and her professional values, "You know you shouldn't do it, but you still do, and it makes you feel really conflicted. You just can't find a sense of balance or peace" (Interview, Hua).</p> <p>Teachers also expressed dissatisfaction with their work and themselves for failing to uphold their professional commitments to children. As one teacher put it,</p> <p>I can't meet all the needs of every child because there are just too many tasks every day ... I feel like this isn't the way I want to work. It's definitely not the kind of state I'm satisfied with. (Interview, Chun)</p> <p>The evidence above reveals the complex and conflicted identities that preschool teachers constructed as they internalised both performative and professional values, which often clashed. Concerns about job security and career advancement frequently led to the subordination of their caring professional identity, a process accompanied by feelings of guilt and dissatisfaction for not fulfilling their commitment to children in practice.</p> <hd id="AN0193123637-21">Contextual factors exacerbating teacher identity conflicts</hd> <p>We identified two contextual factors that triggered and exacerbated teacher identity conflicts: the hierarchical management structure of the ECE system and the prevalence of a performative culture in preschools. Both were structural constraints that individual teachers could hardly overcome alone (Baker, [<reflink idref="bib2" id="ref89">2</reflink>]), which restricted teachers' agency to enact their identity as caring professionals based on their own professional values in practice.</p> <hd id="AN0193123637-22">Hierarchical management structure of the ECE system</hd> <p>Interviewees reported that the hierarchical management structure of the ECE system (including the government, preschool leaders, and frontline teachers) positions teachers as executors of decisions made by others. Preschool leaders (e.g. Lian) stressed that following government standards was central to their management practices and teachers' daily routines, as it was seen as crucial for both organisational and personal success. To demonstrate compliance with externally imposed standards, preschool administrators delegated policy directives and management requirements to frontline teachers, which a middle leader described as "reporting upward and transmitting downward (<emph>shang chuan xia da</emph>)" (Interview, Mei).</p> <p>As a result, in addition to their teaching responsibilities, teachers were frequently tasked with large volumes of administrative work intended to demonstrate compliance with top-down standards. Many expressed frustration with the quantity of tasks unrelated to children. For example, "I think the most important thing for kindergarten teachers is spending time with the kids. Those moments are crucial, and leaders shouldn't take them away or interrupt teachers with other tasks" (Interview, Dan). These assigned tasks, often perceived as unnecessary, consumed valuable time but were enforced under the hierarchical system.</p> <p>Most teachers expressed that it was difficult for them to refuse top-down tasks within the hierarchical system: "Tasks are assigned level by level, broken down for each person, who then carries out their part" (Interview, Hua). Moreover, leaders had significant authority over their job security and promotion opportunities. Due to such hierarchical relationships, teachers often felt compelled to follow instructions and meet the preschool's expectations, even when these demands conflicted with their personal beliefs and values. In other words, the hierarchical management system placed teachers in a compliant position and restricted their autonomy, promoting their identities as performers while limiting their capacity to enact their identity as caring professionals.</p> <hd id="AN0193123637-23">Prevalence of a performative culture in preschools</hd> <p>Another factor exacerbating teachers' identity conflicts was the prevalence of a performative culture in preschools. Child-centredness, a central principle of ECE, was increasingly overshadowed by the need to meet top-down standards, particularly those tied to incentives, rewards and recognition, to enhance preschool reputation.</p> <p>Demonstrating compliance with external standards required significant effort to produce visible evidence and measurable outcomes to show their excellence. As one preschool leader explained,</p> <p>Everything must be proven with evidence ... I have to show how many research projects we've done, how many papers my teachers have published, how many outstanding activities we've organised, how many awards we've won, so that people can see how excellent we are. (Interview, Lian)</p> <p>In fact, most interviewees expressed that the preschool's focus on producing evidence to meet external standards related to incentives had outweighed and even marginalised other important goals, such as education and care itself. As one teacher-researcher remarked:</p> <p>It's fine for the leader to aim for achievements, but the premise of achievements is to first ensure the quality of education. The current race for achievements makes it seem like education itself no longer matters. (Interview, Ou)</p> <p>Several teachers also shared the same view and criticised the preschool's management practices as "putting the cart before the horse" (Interview, Dan) and "red tape" (Interview, Bing). They noted that demonstrating evidence of their work was given more importance than the actual work itself. For example,</p> <p>They don't care how you actually did. All they care about is the final product – your PPT, your content, whether your presentation has the evidence. (Interview, Dan)</p> <p>This view aligns with Erlandson et al.'s ([<reflink idref="bib13" id="ref90">13</reflink>]) finding that the prevailing performative culture has shifted teachers' focus from substantive work to making their efforts more visible. Such a shift to visible performance diverted their attention from child-focused work, and thus undermined their capacity to enact their identity as caring professionals.</p> <hd id="AN0193123637-24">Discussion</hd> <p>Informed by an integrative identity conflict framework (Horton et al., [<reflink idref="bib21" id="ref91">21</reflink>]), this study explored preschool teachers' identity conflicts and the contextual factors that exacerbated such identity conflicts. In the following sections, we discuss the findings according to our research questions and their contributions to the literature, respectively.</p> <hd id="AN0193123637-25">Types of preschool teacher identity conflicts</hd> <p>This article contributes to the literature by providing an integrative understanding of two types of teacher identity conflicts. First, we identified inter-unit identity conflicts, which arise from discrepancies between institutionally imposed performative demands and teachers' professional values, concurring with existing studies (e.g. Guenther, [<reflink idref="bib15" id="ref92">15</reflink>]; Reeves, [<reflink idref="bib42" id="ref93">42</reflink>]). Such identity conflicts reflect the clash between an instrumentalist definition of what it means to be an effective and successful teacher in the context of performativity and traditional humanistic professional values in the teaching profession (Woods & Jeffrey, [<reflink idref="bib47" id="ref94">47</reflink>]).</p> <p>Second, we go beyond inter-unit identity conflicts and include an intra-unit identity conflict between the values held by a single teacher. These arise as teachers grapple with two competing commitments: their dedication to children's interests and development versus their own needs (such as job security and career advancement). Under performative pressure, teachers "succeed only by satisfying and complying with others' definitions of their work" (Day, [<reflink idref="bib12" id="ref95">12</reflink>], p. 682), so they may shift their focus from care of the children to their own survival (Chatelier & Rudolph, [<reflink idref="bib9" id="ref96">9</reflink>]).</p> <p>This tension between the identity of a performer and that of a caring professional provides empirical evidence that teacher identity comprises multiple and possibly conflicting identities (Beijaard et al., [<reflink idref="bib6" id="ref97">6</reflink>]; Popper-Giveon & Shayshon, [<reflink idref="bib40" id="ref98">40</reflink>]). It also resonates with the argument that teacher identity formation is a complex process that entails feelings of struggle due to the interplay of opposing inner and outer forces (Guerrero-Nieto & Castañeda-Trujillo, [<reflink idref="bib16" id="ref99">16</reflink>]; Pillen et al., [<reflink idref="bib37" id="ref100">37</reflink>]).</p> <hd id="AN0193123637-26">Contextual factors for preschool teacher identity conflicts</hd> <p>Our second research question contributes to teacher identity conflict literature by identifying two contextual factors that exacerbate teacher identity conflicts. Firstly, our findings explain how hierarchical management structures contribute to teacher identity conflicts, echoing that such structures and authoritarian leadership practices can erode teacher autonomy and negatively impact teacher identity (Clarke, [<reflink idref="bib10" id="ref101">10</reflink>]; Pan et al., [<reflink idref="bib36" id="ref102">36</reflink>]; Skinner et al., [<reflink idref="bib45" id="ref103">45</reflink>]). Teachers considered the quality assurance system as imposing top-down performative demands, compelling them to follow decisions made by others rather than meeting their own and children's needs from the bottom up. For example, the increased administrative burdens imposed by the hierarchical system left teachers with less time and energy to promote children's authentic learning (Hardy & Lewis, [<reflink idref="bib17" id="ref104">17</reflink>]; Ro, [<reflink idref="bib43" id="ref105">43</reflink>]). These constraints at the policy and organisational levels hindered teachers' agency and autonomy, which are important factors in identity formation (Sherman & Teemant, [<reflink idref="bib44" id="ref106">44</reflink>]). The erosion of teacher autonomy limited the possibilities and room to act according to their values (Karimpour et al., [<reflink idref="bib24" id="ref107">24</reflink>]) and undermined their capacities to enact their identities as caring professionals in practice – "to be the kind of teacher they wanted to be" (Buchanan, [<reflink idref="bib8" id="ref108">8</reflink>], p. 714) – thus leading to identity conflicts.</p> <p>According to previous studies, such hierarchical management structures may be related to Confucian ideology in East Asian societies, where workplace cultures typically exhibit high power distances, and teachers are expected to adhere to their social roles and comply with top-down demands (Lau et al., [<reflink idref="bib27" id="ref109">27</reflink>]). This contrasts with the low-stakes context in Nordic countries like Denmark, where senior managers have limited influence on teachers' decision-making, and teachers have relative autonomy in a workplace culture that emphasises trust and confidence in their expertise (Kelly et al., [<reflink idref="bib25" id="ref110">25</reflink>]). Future studies are needed to explore more carefully how socio-cultural contexts influence teacher identities.</p> <p>Secondly, our findings reveal that preschool teachers' identities as caring professionals are being eroded by the dominance of performative culture in their institutions. This finding extends previous relevant research (e.g. Guenther, [<reflink idref="bib15" id="ref111">15</reflink>]; Skinner et al., [<reflink idref="bib45" id="ref112">45</reflink>]) conducted in primary and secondary schools by demonstrating similar effects in the context of preschools. Although standardised testing is prohibited in the preschools studied, the performative culture exerts comparable pressures on teachers, as preschools place a strong emphasis on making teachers' work and themselves visible and to be seen as successful by others (Daliri-Ngametua et al., [<reflink idref="bib11" id="ref113">11</reflink>]; Erlandson et al., [<reflink idref="bib13" id="ref114">13</reflink>]), often at the expense of core tasks of education and care (Hardy & Lewis, [<reflink idref="bib17" id="ref115">17</reflink>]).</p> <p>In contrast, findings from post-performative contexts suggest that performativity has often been normalised and teachers perceive it as less detrimental to their professional values (Frostenson & Englund, [<reflink idref="bib14" id="ref116">14</reflink>]; Poole, [<reflink idref="bib39" id="ref117">39</reflink>]). However, in this study, despite policy advocacy for child-centred principles, the evidence reveals a clear discrepancy between policy intentions to improve quality and the superficial implementation in classroom practices. The prevalence of performative culture in preschools undermined the child-centredness (Woods & Jeffrey, [<reflink idref="bib47" id="ref118">47</reflink>]) and the ethic of care (Chatelier & Rudolph, [<reflink idref="bib9" id="ref119">9</reflink>]). The contrast between these findings and those from post-performative contexts indicates the need to carefully examine whether teachers have truly become post-performative teachers and to recognise the complex effects of performativity on teachers (Ro, [<reflink idref="bib43" id="ref120">43</reflink>]).</p> <hd id="AN0193123637-27">Conclusion and implications</hd> <p>This study explored the identity conflicts of preschool teachers within the context of performative culture from the lens of identity conflict theory (Horton et al., [<reflink idref="bib21" id="ref121">21</reflink>]). The findings revealed two primary types of identity conflicts faced by teachers: (<reflink idref="bib1" id="ref122">1</reflink>) inter-unit conflicts between performative demands imposed by the preschool and teachers' professional values, and (<reflink idref="bib2" id="ref123">2</reflink>) intra-unit conflicts between the need for survival and a commitment to children's development. Two key contextual factors of these identity conflicts were identified: the hierarchical management structure of the ECE system and the prevalence of a performative culture in preschools.</p> <p>This study has three implications for policymakers and preschool administrators. First, they should reduce unnecessary administrative tasks, such as paperwork that does not contribute meaningfully to the development of teachers or children, and leave teachers with more time for substantive teaching work (Hardy & Lewis, [<reflink idref="bib17" id="ref124">17</reflink>]). Second, they should critically evaluate and, where necessary, adjust performative measures, such as putting a focus on the quality of the educational process and formative feedback (Guenther, [<reflink idref="bib15" id="ref125">15</reflink>]) over measurable outcomes. Third, it is essential to consider the voices of frontline teachers and identify what they find valuable for improving their practices and providing the professional support they need.</p> <p>This study is not without limitations. As the research was conducted in two preschools in China, the findings cannot be generalised to contexts with different sociocultural and educational settings. Further research is needed to explore preschool teachers' identity conflicts in other educational systems. Since teacher identity formation is an ongoing process (Beijaard et al., [<reflink idref="bib6" id="ref126">6</reflink>]), longitudinal research can contribute to understanding how teacher identity shifts over time and is influenced by personal and contextual factors.</p> <hd id="AN0193123637-28">Disclosure statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <ref id="AN0193123637-29"> <title> References </title> <blist> <bibl id="bib1" idref="ref1" type="bt">1</bibl> <bibtext> Akkerman, S. F., & Meijer, P. C. (2011). A dialogical approach to conceptualizing teacher identity. Teaching and Teacher Education, 27 (2), 308 – 319. https://doi.org/10.1016/j.tate.2010.08.013</bibtext> </blist> <blist> <bibl id="bib2" idref="ref2" type="bt">2</bibl> <bibtext> Baker, Z. (2019). Reflexivity, structure and agency: Using reflexivity to understand Further Education students' Higher Education decision-making and choices. British Journal of Sociology of Education, 40 (1), 1 – 16. https://doi.org/10.1080/01425692.2018.1483820</bibtext> </blist> <blist> <bibl id="bib3" idref="ref11" type="bt">3</bibl> <bibtext> Ball, S. J. (2003). The teacher's soul and the terrors of performativity. Journal of Education Policy, 18 (2), 215 – 228. https://doi.org/10.1080/0268093022000043065</bibtext> </blist> <blist> <bibl id="bib4" idref="ref69" type="bt">4</bibl> <bibtext> Bassok, D., Dee, T. S., & Latham, S. (2019). The effects of accountability incentives in early childhood education. Journal of Policy Analysis and Management, 38 (4), 838 – 866. https://doi.org/10.1002/pam.22149</bibtext> </blist> <blist> <bibl id="bib5" idref="ref33" type="bt">5</bibl> <bibtext> Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39 (2), 175 – 189. https://doi.org/10.1080/03057640902902252</bibtext> </blist> <blist> <bibl id="bib6" idref="ref3" type="bt">6</bibl> <bibtext> Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers' professional identity. Teaching and Teacher Education, 20 (2), 107 – 128. https://doi.org/10.1016/j.tate.2003.07.001</bibtext> </blist> <blist> <bibl id="bib7" idref="ref77" type="bt">7</bibl> <bibtext> Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11 (4), 589 – 597. https://doi.org/10.1080/2159676X.2019.1628806</bibtext> </blist> <blist> <bibl id="bib8" idref="ref9" type="bt">8</bibl> <bibtext> Buchanan, R. (2015). Teacher identity and agency in an era of accountability. Teachers and Teaching, 21 (6), 700 – 719. https://doi.org/10.1080/13540602.2015.1044329</bibtext> </blist> <blist> <bibl id="bib9" idref="ref84" type="bt">9</bibl> <bibtext> Chatelier, S., & Rudolph, S. (2018). Teacher responsibility: Shifting care from student to (professional) self? British Journal of Sociology of Education, 39 (1), 1 – 15. https://doi.org/10.1080/01425692.2017.1291328</bibtext> </blist> <blist> <bibtext> Clarke, M. (2023). The subordination of teacher identity: Ethical risks and potential lines of flight. Teachers and Teaching, 29 (3), 241 – 258. https://doi.org/10.1080/13540602.2022.2144823</bibtext> </blist> <blist> <bibtext> Daliri-Ngametua, R., Hardy, I., & Creagh, S. (2022). Data, performativity and the erosion of trust in teachers. Cambridge Journal of Education, 52 (3), 391 – 407. https://doi.org/10.1080/0305764X.2021.2002811</bibtext> </blist> <blist> <bibtext> Day, C. (2002). School reform and transitions in teacher professionalism and identity. International Journal of Educational Research, 37 (8), 677 – 692. https://doi.org/10.1016/S0883-0355(03)00065-X</bibtext> </blist> <blist> <bibtext> Erlandson, P., Kjellsdotter, A., & Karlsson, M. R. (2024). Neoliberalisation and educational reforms: Impacts on teachers in a single school context. Educational Review, 76 (6), 1525 – 1545. https://doi.org/10.1080/00131911.2023.2210781</bibtext> </blist> <blist> <bibtext> Frostenson, M., & Englund, H. (2020). Teachers, performative techniques and professional values: How performativity becomes humanistic through interplay mechanisms. Cambridge Journal of Education, 50 (6), 695 – 710. https://doi.org/10.1080/0305764X.2020.1761943</bibtext> </blist> <blist> <bibtext> Guenther, A. R. (2021). "It should be helping me improve, not telling me I'm a bad teacher": The influence of accountability-focused evaluations on teachers' professional identities. Teaching and Teacher Education, 108, 103511. https://doi.org/10.1016/j.tate.2021.103511</bibtext> </blist> <blist> <bibtext> Guerrero-Nieto, C. H., & Castañeda-Trujillo, J. E. (2024). Facing neoliberalism in education: How English language teachers enact their critical identities. TESOL Journal, 15 (3), e785. https://doi.org/10.1002/tesj.785</bibtext> </blist> <blist> <bibtext> Hardy, I., & Lewis, S. (2017). The 'doublethink'of data: Educational performativity and the field of schooling practices. British Journal of Sociology of Education, 38 (5), 671 – 685. https://doi.org/10.1080/01425692.2016.1150155</bibtext> </blist> <blist> <bibtext> Hendrikx, W. (2020). What we should do vs what we do: Teachers' professional identity in a context of managerial reform. Educational Studies, 46 (5), 607 – 623. https://doi.org/10.1080/03055698.2019.1620694</bibtext> </blist> <blist> <bibtext> Hong, J., Cross Francis, D., & Schutz, P. A. (2024). Reconceptualizing teacher identity development. Educational Psychologist, 59 (3), 159 – 176. https://doi.org/10.1080/00461520.2023.2292713</bibtext> </blist> <blist> <bibtext> Hong, J. Y. (2010). Pre-service and beginning teachers' professional identity and its relation to dropping out of the profession. Teaching and Teacher Education, 26 (8), 1530 – 1543. https://doi.org/10.1016/j.tate.2010.06.003</bibtext> </blist> <blist> <bibtext> Horton, K. E., Bayerl, P. S., & Jacobs, G. (2014). Identity conflicts at work: An integrative framework. Journal of Organizational Behavior, 35 (S1), S6 – 22. https://doi.org/10.1002/job.1893</bibtext> </blist> <blist> <bibtext> Hunkin, E. (2021). Devastating impacts? Investigating 'edu-quality' discourse in early childhood policy and its implications. Journal of Education Policy, 36 (2), 196 – 210. https://doi.org/10.1080/02680939.2019.1690709</bibtext> </blist> <blist> <bibtext> Jiang, Y., Zhang, B., Zhao, Y., & Zheng, C. (2022). China's preschool education toward 2035: Views of key policy experts. ECNU Review of Education, 5 (2), 345 – 367. https://doi.org/10.1177/20965311211012705</bibtext> </blist> <blist> <bibtext> Karimpour, S., Moradi, F., & Nazari, M. (2023). Agency in conflict with contextual idiosyncrasies: Implications for second language teacher identity construction. Innovation in Language Learning and Teaching, 17 (3), 678 – 689. https://doi.org/10.1080/17501229.2022.2112200</bibtext> </blist> <blist> <bibtext> Kelly, P., Andreasen, K. E., Kousholt, K., McNess, E., & Ydesen, C. (2018). Education governance and standardised tests in Denmark and England. Journal of Education Policy, 33 (6), 739 – 758. https://doi.org/10.1080/02680939.2017.1360518</bibtext> </blist> <blist> <bibtext> Kilderry, A. (2015). The intensification of performativity in early childhood education. Journal of Curriculum Studies, 47 (5), 633 – 652. https://doi.org/10.1080/00220272.2015.1052850</bibtext> </blist> <blist> <bibtext> Lau, J., Vähäsantanen, K., & Collin, K. (2024). Teachers' professional agency in a centralisation-decentralisation system and a hierarchical cultural context: The case of Hong Kong. Pedagogy, Culture & Society, 32 (3), 699 – 719. https://doi.org/10.1080/14681366.2022.2086606</bibtext> </blist> <blist> <bibtext> Lewis, S., & Holloway, J. (2019). Datafying the teaching 'profession': Remaking the professional teacher in the image of data. Cambridge Journal of Education, 49 (1), 35 – 51. https://doi.org/10.1080/0305764X.2018.1441373</bibtext> </blist> <blist> <bibtext> Li, K. (2024). Quality assessment of Chinese preschools: Developing a culturally relevant measure. Routledge.</bibtext> </blist> <blist> <bibtext> Liu, X., & Trent, J. (2023). Being a teacher in China: A systematic review of teacher identity in education reform. International Journal of Learning, Teaching and Educational Research, 22 (4), 267 – 293. https://doi.org/10.26803/ijlter.22.4.15</bibtext> </blist> <blist> <bibtext> Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. Jossey-Bass.</bibtext> </blist> <blist> <bibtext> Ministry of Education of China. (2012). Professional standards for preschool teachers (trial version). <ulink href="http://www.moe.gov.cn/srcsite/A10/s6991/201209/t20120913%5f145603.html">http://www.moe.gov.cn/srcsite/A10/s6991/201209/t20120913%5f145603.html</ulink></bibtext> </blist> <blist> <bibtext> Ministry of Education of China. (2022). Evaluation guidelines for early childhood education and care in preschools. <ulink href="http://www.moe.gov.cn/srcsite/A06/s3327/202202/t20220214%5f599198.html">http://www.moe.gov.cn/srcsite/A06/s3327/202202/t20220214%5f599198.html</ulink></bibtext> </blist> <blist> <bibtext> Nolan, A., & Paatsch, L. (2018). (Re)affirming identities: Implementing a play-based approach to learning in the early years of schooling. International Journal of Early Years Education, 26 (1), 42 – 55. https://doi.org/10.1080/09669760.2017.1369397</bibtext> </blist> <blist> <bibtext> Paananen, M., & Grieshaber, S. (2023). Policies of interlude and interruption: Stories of governance as an assemblage. Journal of Education Policy, 38 (3), 367 – 385. https://doi.org/10.1080/02680939.2021.2021296</bibtext> </blist> <blist> <bibtext> Pan, C. S., Leung, S. K. Y., & Wan, S. W.-Y. (2024). Exploring Chinese kindergarten teachers' identities and emotions: A sociocultural perspective. Teaching and Teacher Education, 148, 104686. https://doi.org/10.1016/j.tate.2024.104686</bibtext> </blist> <blist> <bibtext> Pillen, M., Beijaard, D., & den Brok, P. (2013). Professional identity tensions of beginning teachers. Teachers and Teaching, 19 (6), 660 – 678. https://doi.org/10.1080/13540602.2013.827455</bibtext> </blist> <blist> <bibtext> Poole, A. (2023). A tale of two performativities: When performative learning meets performative technologies in a private language school in China. Journal of Education for Teaching, 50 (1), 141 – 154. https://doi.org/10.1080/02607476.2023.2191838</bibtext> </blist> <blist> <bibtext> Poole, A. (2024). The teacher as designer, scientist and technician: Positioning private school teachers in China as post-performative teachers. Educational Review, 76 (7), 1898 – 1916. https://doi.org/10.1080/00131911.2024.2302414</bibtext> </blist> <blist> <bibtext> Popper-Giveon, A., & Shayshon, B. (2017). Educator versus subject matter teacher: The conflict between two sub-identities in becoming a teacher. Teachers and Teaching, 23 (5), 532 – 548. https://doi.org/10.1080/13540602.2016.1218841</bibtext> </blist> <blist> <bibtext> Rao, N., Yang, Y., Su, Y., & Cohrssen, C. (2023). Promoting equity in access to quality early childhood education in China. Children, 10 (10), 1674. https://doi.org/10.3390/children10101674</bibtext> </blist> <blist> <bibtext> Reeves, J. (2018). Teacher identity work in neoliberal schooling spaces. Teaching and Teacher Education, 72, 98 – 106. https://doi.org/10.1016/j.tate.2018.03.002</bibtext> </blist> <blist> <bibtext> Ro, J. (2022). Redefining the meaning of teaching in the era of (post-) performativity: The voices of Singaporean teachers. Oxford Review of Education, 48 (5), 642 – 658. https://doi.org/10.1080/03054985.2021.2002292</bibtext> </blist> <blist> <bibtext> Sherman, B., & Teemant, A. (2022). Agency, identity, power: An agentive triad model for teacher action. Educational Philosophy and Theory, 54 (9), 1464 – 1475. https://doi.org/10.1080/00131857.2021.1929174</bibtext> </blist> <blist> <bibtext> Skinner, B., Leavey, G., & Rothi, D. (2021). Managerialism and teacher professional identity: Impact on well-being among teachers in the UK. Educational Review, 73 (1), 1 – 16. https://doi.org/10.1080/00131911.2018.1556205</bibtext> </blist> <blist> <bibtext> State Council of China. (2010). Outline of China's national plan for medium and long-term education reform and development 2010–2020. <ulink href="http://www.moe.gov.cn/srcsite/A01/s7048/201007/t20100729%5f171904.html">http://www.moe.gov.cn/srcsite/A01/s7048/201007/t20100729%5f171904.html</ulink></bibtext> </blist> <blist> <bibtext> Woods, P., & Jeffrey, B. (2002). The reconstruction of primary teachers' identities. British Journal of Sociology of Education, 23 (1), 89 – 106. https://doi.org/10.1080/01425690120102872</bibtext> </blist> <blist> <bibtext> Yin, R. K. (2018). Case study research and applications: Design and methods (Sixth ed.). SAGE Publications.</bibtext> </blist> </ref> <aug> <p>By Ting Liu and Jocelyn L. N. Wong</p> <p>Reported by Author; Author</p> </aug> <nolink nlid="nl1" bibid="bib30" firstref="ref4"></nolink> <nolink nlid="nl2" bibid="bib19" firstref="ref5"></nolink> <nolink nlid="nl3" bibid="bib37" firstref="ref6"></nolink> <nolink nlid="nl4" bibid="bib16" firstref="ref8"></nolink> <nolink nlid="nl5" bibid="bib42" firstref="ref10"></nolink> <nolink nlid="nl6" bibid="bib11" firstref="ref12"></nolink> <nolink nlid="nl7" bibid="bib17" firstref="ref13"></nolink> <nolink nlid="nl8" bibid="bib28" firstref="ref14"></nolink> <nolink nlid="nl9" bibid="bib15" firstref="ref15"></nolink> <nolink nlid="nl10" bibid="bib18" firstref="ref16"></nolink> <nolink nlid="nl11" bibid="bib45" firstref="ref17"></nolink> <nolink nlid="nl12" bibid="bib34" firstref="ref18"></nolink> <nolink nlid="nl13" bibid="bib22" firstref="ref19"></nolink> <nolink nlid="nl14" bibid="bib35" firstref="ref20"></nolink> <nolink nlid="nl15" bibid="bib41" firstref="ref21"></nolink> <nolink nlid="nl16" bibid="bib26" firstref="ref22"></nolink> <nolink nlid="nl17" bibid="bib12" firstref="ref23"></nolink> <nolink nlid="nl18" bibid="bib20" firstref="ref24"></nolink> <nolink nlid="nl19" bibid="bib36" firstref="ref26"></nolink> <nolink nlid="nl20" bibid="bib21" firstref="ref28"></nolink> <nolink nlid="nl21" bibid="bib40" firstref="ref40"></nolink> <nolink nlid="nl22" bibid="bib47" firstref="ref45"></nolink> <nolink nlid="nl23" bibid="bib44" firstref="ref50"></nolink> <nolink nlid="nl24" bibid="bib24" firstref="ref51"></nolink> <nolink nlid="nl25" bibid="bib14" firstref="ref54"></nolink> <nolink nlid="nl26" bibid="bib39" firstref="ref55"></nolink> <nolink nlid="nl27" bibid="bib43" firstref="ref56"></nolink> <nolink nlid="nl28" bibid="bib46" firstref="ref64"></nolink> <nolink nlid="nl29" bibid="bib23" firstref="ref65"></nolink> <nolink nlid="nl30" bibid="bib32" firstref="ref66"></nolink> <nolink nlid="nl31" bibid="bib33" firstref="ref72"></nolink> <nolink nlid="nl32" bibid="bib48" firstref="ref73"></nolink> <nolink nlid="nl33" bibid="bib31" firstref="ref74"></nolink> <nolink nlid="nl34" bibid="bib13" firstref="ref82"></nolink> <nolink nlid="nl35" bibid="bib29" firstref="ref85"></nolink> <nolink nlid="nl36" bibid="bib38" firstref="ref87"></nolink> <nolink nlid="nl37" bibid="bib10" firstref="ref101"></nolink> <nolink nlid="nl38" bibid="bib27" firstref="ref109"></nolink> <nolink nlid="nl39" bibid="bib25" firstref="ref110"></nolink>
Header DbId: eric
DbLabel: ERIC
An: EJ1503435
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Performer versus Caring Professional: Identity Conflicts of Preschool Teachers in the Context of Performative Culture in Mainland China
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Ting+Liu%22">Ting Liu</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0005-3194-499X">0009-0005-3194-499X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jocelyn+L%2E+N%2E+Wong%22">Jocelyn L. N. Wong</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2408-2616">0000-0002-2408-2616</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Educational+Review%22"><i>Educational Review</i></searchLink>. 2026 78(3):315-332.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 18
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Preschool+Teachers%22">Preschool Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Identity%22">Professional Identity</searchLink><br /><searchLink fieldCode="DE" term="%22Performance%22">Performance</searchLink><br /><searchLink fieldCode="DE" term="%22Conflict%22">Conflict</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22School+Culture%22">School Culture</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Environment%22">Classroom Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Inquiry%22">Inquiry</searchLink><br /><searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Caring%22">Caring</searchLink><br /><searchLink fieldCode="DE" term="%22Context+Effect%22">Context Effect</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/00131911.2025.2486755
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0013-1911<br />1465-3397
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Previous research has shown that primary and secondary teachers can experience identity conflicts in the context of performative school culture. However, this is an issue that has not been well explored in early childhood education, where preschool teachers also increasingly face pressures to meet performative demands under neoliberal educational reforms. These trends are evident in various national contexts, with mainland China being no exception. Using identity conflict theory as the theoretical lens, this qualitative study investigated identity conflicts experienced by preschool teachers in two government-funded preschools in mainland China. Drawing on semi-structured interviews with 10 preschool teachers and 5 school administrators, complemented by document analysis, the study found that preschool teachers experienced conflicts between their identity as performers and as caring professionals. These identity conflicts can be further categorised into two types: (1) inter-unit conflicts between performative demands imposed by the preschool and teachers' professional values, and (2) intra-unit conflicts between the need for survival and a commitment to children's development. The hierarchical management structure and the pervasive performative culture in preschools are key factors that exacerbated teacher identity conflicts. The findings provide implications for policymakers and preschool administrators to support preschool teachers in addressing identity conflicts arising from performativity.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1503435
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1503435
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/00131911.2025.2486755
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 315
    Subjects:
      – SubjectFull: Preschool Teachers
        Type: general
      – SubjectFull: Professional Identity
        Type: general
      – SubjectFull: Performance
        Type: general
      – SubjectFull: Conflict
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: School Culture
        Type: general
      – SubjectFull: Classroom Environment
        Type: general
      – SubjectFull: Inquiry
        Type: general
      – SubjectFull: Active Learning
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Caring
        Type: general
      – SubjectFull: Context Effect
        Type: general
      – SubjectFull: China
        Type: general
    Titles:
      – TitleFull: Performer versus Caring Professional: Identity Conflicts of Preschool Teachers in the Context of Performative Culture in Mainland China
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Ting Liu
      – PersonEntity:
          Name:
            NameFull: Jocelyn L. N. Wong
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 0013-1911
            – Type: issn-electronic
              Value: 1465-3397
          Numbering:
            – Type: volume
              Value: 78
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Educational Review
              Type: main
ResultId 1