The Impact of Learning Engagement on Professional Identity of Pre-Service Early Childhood Teachers: The Mediating Role of Teaching Efficacy

Abstract

The purpose of this study is to examine the structural relationships between learning engagement, teaching efficacy, and professional identity of pre-service early childhood teachers in China. To achieve this, the study theoretically explored each variable and constructed a research model to identify and validate the relationships and mediating effects among the variables.
To establish the research model and test the hypotheses, the researcher conducted a survey from April 27 to April 30, 2024, involving fourth-year university students from six universities, including Lingnan Normal University in China. All participants had a semester (approximately 16 weeks) of internship experience before graduation. A total of 223 valid questionnaires were collected and analyzed using SPSS 25.0. The results of the study’s hypotheses are as follows.
Firstly, learning engagement had a significant positive impact on the teaching efficacy of pre-service early childhood teachers in China. Secondly, teaching efficacy had a significant positive impact on the professional identity of pre-service early childhood teachers in China. Thirdly, learning engagement had a significant mediating effect in the relationship between learning engagement and professional identity of pre-service early childhood teachers in China.
The results of this study provide practical significance for personnel involved in pre-service teacher education in China, offering guidance on how pre-service teachers in China can enhance their professional identity. Additionally, the findings of this study serve as a valuable resource for research in the field of pre-service teacher education.