Exploring Chinese kindergarten teachers’ identities and emotions: A sociocultural perspective

Abstract

This study explores the identities and emotions of 12 Chinese kindergarten teachers from Shenzhen and Shanghai. Using the cultural–historical activity theory (CHAT) framework, we examined how daily tensions shape teachers' identities and emotions. An activity systems analysis identified five emotion-related identities that teachers frequently perceived. The study highlights tensions arising from misaligned objectives, power dynamics, and teacher identity. It suggests that teachers' emotions reflect their notions of self regarding how they believe they should be, act, and understand. The study has implications for teacher education and development, illustrating the complex interplay between teachers’ identities, emotions, and sociocultural contexts.