The Impact of Future Work Self on Pre-service Chinese Teachers' Professional Identity: The Mediating Role of Teacher Self-efficacy

Wenjin Yang

doi:10.47297/wspiedWSP2516-250038.20261004

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The Impact of Future Work Self on Pre-service Chinese Teachers' Professional Identity: The Mediating Role of Teacher Self-efficacy

Volume 10, Issue 4

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The Impact of Future Work Self on Pre-service Chinese Teachers' Professional Identity: The Mediating Role of Teacher Self-efficacy
The Impact of Future Work Self on Pre-service Chinese Teachers' Professional Identity: The Mediating Role of Teacher Self-efficacy
Minjiang University, Fuzhou, Fujian, 350000, China
Vol. 10, Issue 4, Pages: 176-180(2026)
Published：30 April 2026
DOI：10.47297/wspiedWSP2516-250038.20261004
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Yang Wenjin.The Impact of Future Work Self on Pre-service Chinese Teachers' Professional Identity: The Mediating Role of Teacher Self-efficacy[J].Journal of International Education and Development,2026,10(04):176-180.
DOI：

Yang Wenjin.The Impact of Future Work Self on Pre-service Chinese Teachers' Professional Identity: The Mediating Role of Teacher Self-efficacy[J].Journal of International Education and Development,2026,10(04):176-180. DOI： 10.47297/wspiedWSP2516-250038.20261004.

摘要

Abstract

This study focuses on the specific group of pre-service Chinese language and literature teachers

investigating how future work self shapes their professional identity and verifying the mediating effect of teacher self-efficacy. Through a questionnaire survey of 87 pre-service Chinese teachers from two normal universities in Fuzhou and interviews with 10 extreme cases

the results show that pre-service Chinese teachers' future work self

teacher self-efficacy

and professional identity are all positively correlated; teacher self-efficacy plays a mediating role between future work self and professional identity. The research offers theoretical support and practical strategies for perfecting the training system of Chinese teacher education and boosting the professional identity of pre-service teachers.

关键词

Keywords

references

Jin T . Problems and Countermeasures of Pre-service Chinese Teacher Education in Normal Universities [J ] . Curriculum, Teaching Material and Method , 2015 , 35 ( 03 ): 107 - 113 .

Zhang M , Ye M L , Peng J , et al . Future Work Self: Concept, Measurement and Related Research [J ] . Advances in Psychological Science , 2016 , 24 ( 05 ): 794 - 803 .

Song G W , Wei S H . Analysis on Related Factors Affecting Teachers' Professional Identity [J ] . Journal of Psychological Development and Education , 2006 ( 01 ): 80 - 86 .

Pang L J , Hong X M . Teacher Self-efficacy: An Important Intrinsic Dynamic Mechanism for Teachers' Autonomous Development [J ] . Teacher Education Research , 2005 ( 04 ): 43 - 46 .

Yang C E . Self-efficacy: The Intrinsic Driving Force of Teachers' Growth Ability [J ] . Education Exploration , 2011 ( 08 ): 99 - 101 .

Li Z D , Han R Q . How Does Role Stress Affect the Service Quality of Social Workers?—An Empirical Analysis Based on Data from China Social Work Longitudinal Study (CSWLS2019) [J ] . Journal of East China University of Science and Technology (Social Science Edition) , 2024 , 39 ( 03 ): 30 - 47 .

Shi H S , Lu Z P , Zhu C K , et al . Development Trajectory and Influencing Factors of Professional Identity of Nursing Students During Internship [J ] . Journal of Nursing Science , 2025 , 40 ( 06 ): 46 - 50 .

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