The effects of professional identity on retention intention of international Chinese language teachers in Guizhou colleges and universities: The chain mediating role of job satisfaction and career commitmen
DOI:
https://doi.org/10.56294/sctconf2024989Keywords:
Professional Identity, Job Satisfaction, Career Commitment, Intention to Stay, Teaching, FacultyAbstract
This study investigates the influence of international Chinese language teachers’ professional identity on their intention to stay in Guizhou universities. The focus is on understanding the chain mediating role of job satisfaction and career commitment in this relationship. Objectives: The primary objective is to analyze the correlation between teachers’ professional identity and their intention to stay in the profession. Additionally, the study aims to evaluate the mediating effects of job satisfaction and career commitment on this relationship. Methods: Data were collected from international Chinese language teachers working in Guizhou universities. Statistical analysis was conducted to examine the relationships among professional identity, job satisfaction, career commitment, and intention to stay. Results: The analysis revealed a significant positive correlation between teachers’ professional identity and their intention to stay in the profession. Furthermore, both job satisfaction and career commitment were found to play crucial mediating roles in this relationship. Conclusions: The findings suggest that enhancing teachers’ professional identity and job satisfaction, as well as strengthening their career commitment, can effectively increase their willingness to remain in the profession. This is critical for stabilizing the teaching workforce and improving educational quality. The study provides valuable insights for university administrators to develop more reasonable and effective teacher management and incentive policies
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