Abstract
In the literature concerning Chinese student teachers, there is little research regarding the relationship between job satisfaction, professional identity, and burnout. In the current study, 267 student teachers (aged 20 to 25 years, female 58.8%) from Western China completed surveys assessing the student teachers’ professional identity, job satisfaction, and burnout. Using structural equation models, results indicated that professional identity and job satisfaction could predict burnout, and the effect of professional identity on burnout was partially mediated by job satisfaction. Moreover, job satisfaction could significantly moderate the relationship between professional identity and burnout. These findings imply that professional identity and job satisfaction are critical indicators of burnout, and can be used in basic intervention strategies that decrease burnout among Western Chinese student teachers.
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