Professional Identity of Undergraduate Students in Pre-school Education: A Survey Study

Houqi Yang; Ruiyue Mao; Yulan Zhang; Tingting Yang

doi:10.6918/IJOSSER.202506_8(6).0042

Authors

Houqi Yang
Ruiyue Mao
Yulan Zhang
Tingting Yang

DOI:

https://doi.org/10.6918/IJOSSER.202506_8(6).0042

Keywords:

Pre-school education; Professional Identity; Preschool Teachers.

Abstract

Against the backdrop of declining fertility rates and structural adjustments in educational demand, undergraduate students in pre-school education face multiple challenges in terms of professional identity and career development. This study focuses on undergraduate students majoring in pre-school education in southern Sichuan, employing a mixed-methods approach (quantitative questionnaires and qualitative interviews) to investigate their levels of professional identity, motivations for career choice, and developmental challenges. The results indicate that the overall level of professional identity among pre-school education students is moderate. Key findings include: male students exhibited slightly lower professional identity (mean = 3.43) compared to female students (mean = 3.66); students' household registration significantly influenced their professional identity (p = 0.049 < 0.05); and significant differences in professional identity were observed between Han and ethnic minority students (p = 0.000 < 0.05). Additionally, significant differences in professional identity were found across different academic years. To enhance professional identity among pre-school education students, the study proposes the following recommendations: elevate the social status of preschool teachers through national and governmental policies; improve salary and employment guarantees for preschool teachers; strengthen the cultivation of students' professional skills and knowledge; and enhance the positive role of family education.

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