ArticleInternational journal of environmental research and public health2022
How Is Professional Identity Associated with Teacher Career Satisfaction? A Cross-Sectional Design to Test the Multiple Mediating Roles of Psychological Empowerment and Work Engagement.
Article in International journal of environmental research and public health, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 17 papers.
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17 citing papers in PubMed.
- Exploring the nexus between perceived organizational support and professional identity among nursing professionals: a mediation-moderation mechanism.BMC nursing · 2026Article
- Investigating the relationship between clan culture and teachers' work engagement using the PLS-SEM approach: a moderated mediation model of job autonomy and humble leadership.BMC psychology · 2026Article
- Psychological quality and entrepreneurial competence: the mediating role of professional recognition and moderating effect of academic discipline among Chinese university students.BMC psychology · 2026Article
- Perceived social support and pre-service teachers' career calling: roles of vocational outcome expectations and professional identity.Frontiers in psychology · 2026Article
- A mixed-methods inquiry into teacher authenticity, psychological capital, identity, and engagement using critical case analysis.Frontiers in psychology · 2026Article
- The relationship between trait awe and teachers' well-being for primary and secondary school teachers: the roles of professional identity and work engagement.BMC psychology · 2025Article
- "Avoidance" Is Not "Escape": The Impact of Avoidant Job Crafting on Work Disengagement.Behavioral sciences (Basel, Switzerland) · 2025Article
- Administrative pressure, interpersonal relationships, and teachers' professional identity.Frontiers in psychology · 2025Article
- Beyond stereotypes: gendered pathways in academic self-perception and teacher identity formation in Chinese Physical Education programs.Frontiers in psychology · 2025Article
- Emotional intelligence and innovative teaching behavior of pre-service music teachers: the chain mediating effects of psychological empowerment and career commitment.Frontiers in psychology · 2025Article
- A Network Analysis of Emotional Intelligence in Chinese Preschool Teachers.Behavioral sciences (Basel, Switzerland) · 2024Article
- Article
- The Relationship between Resiliency, Psychological Empowerment, and Teacher Burnout across Different Genders: A Psychological Network Analysis.Behavioral sciences (Basel, Switzerland) · 2024Article
- The influencing factors of nurses' job engagement in tertiary, A grade hospitals in East China: A cross-sectional study.Nursing open · 2024Article
- Article
- Relationship between teachers' professional identity and career satisfaction among college teachers: role of career calling.Frontiers in psychology · 2024Article
- Empowering leadership and job satisfaction of academic staff in Palestinian universities: Implications of leader-member exchange and trust in leader.Frontiers in psychology · 2022Article
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6 authors.
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Abstract
(1) Purpose: Previous studies investigated the positive relationship between professional identity and career satisfaction in teachers, but the underlying reasons were not explored. Therefore, the present study explores the mediating effects of two variables, namely, psychological empowerment and work engagement on the relationship between professional identity and career satisfaction. (2) Method: The present study used the professional identity scale, psychological empowerment scale, Utrecht Work Engagement scale and career satisfaction scale to investigate 2104 teachers (Mage = 39.50 years, SD = 8.74) in a province in China. The demographic variables (e.g., gender, age, teaching age) were controlled as covariates to conduct conservative predictions. (3) Result: (a) professional identity is positively related to career satisfaction; (b) psychological empowerment and career satisfaction play parallel mediator roles between professional identity and career satisfaction; (c) psychological empowerment and career satisfaction play serial mediator roles between professional identity and career satisfaction. (4) Limitations: Data were collected by participant self-report. This method may lead to recall bias. Further, we adopted a cross-sectional rather than experimental or longitudinal design, thus precluding causal conclusions. Lastly, it would be useful to validate our findings with a national sample. (5) Conclusions: The present study indicates that the relationship between professional identity is positively associated with teacher career satisfaction. More importantly, professional identity can indirectly make an impact on teacher career satisfaction through the single mediating effects of psychological empowerment and work engagement, and the chain mediating effect, by improving the level of psychological empowerment, and thereby increasing work engagement.
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