The Influencing Factors of Professional Identity of Normal University Students Majoring in Primary Education Based on Grounded Theory_Vol. 2 No. 6 (JHET 2025)_Journal of Higher Education Teaching (ISSN: 3005-5776)

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The Influencing Factors of Professional Identity of Normal University Students Majoring in Primary Education Based on Grounded Theory

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DOI: https://doi.org/10.62517/jhet.202515613

Author(s)

Xueying Bai

Affiliation(s)

Yanbian University, Yanbian, Jilin, China

Abstract

Elementary education is crucial for cultivating qualified primary school teachers and laying the foundation for lifelong learning for children. The professional identity of primary education students is crucial, not only impacting their career development and job satisfaction but also directly affecting the quality of education and the stability of the teaching workforce. Currently, significant differences in professional identity exist among primary education students based on gender, grade, and family background, resulting in varying levels of professional identity. This study, using semi-structured interviews, collected data on professional identity among primary education students at a university in Northeast China. Drawing on grounded theory, this study conducted an in-depth analysis of professional identity and its influencing factors. The study found that six core factors influence professional identity: motivation for choosing a major, personality traits, career feedback, comprehensive career challenges, career development support mechanisms, and individual biography. Based on these findings, the study proposes strategies to enhance students' intrinsic motivation, improve teacher salaries and benefits, establish a comprehensive support system, and optimize pre-service training. These strategies aim to enhance professional identity among primary education students.

Keywords

Primary Education; Normal School Students; Teacher Professional Identity; Grounded Theory; Influencing Factors

References

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