Abstract

 Although antecedents of teacher identity have been well investigated over decades, the role of demographic variables in teacher identity variance has received relatively little research attention. The study explored how teacher identity (grounded in a four-indicator model comprising occupational commitment, teacher self-efficacy, job satisfaction, and motivation to teach) might differ on three key demographics: gender, taught subject, and grade level taught. To reduce possible noise from other demographic constructs (e.g., age, tenure, and job level), participants were recruited from a cohort of 464 first-year school teachers in Mainland China. Using multiple analytic techniques, findings indicated that female teachers were less committed to the teaching occupation than were male teachers. Those teaching social sciences in primary schools showed lower levels of occupational commitment and teacher self-efficacy than did those teaching sciences at secondary schools. Implications and suggestions are provided.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Contemporary Educational Research
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
