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The Relationship between Professional Identity and Job Satisfaction among Teachers at Newly Established Undergraduate Institutions: The Mediating Role of Work Engagement

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Title: The Relationship between Professional Identity and Job Satisfaction among Teachers at Newly Established Undergraduate Institutions: The Mediating Role of Work Engagement
Language: English
Authors: Xin-Min Zhang, Yuan-Cheng Chang
Source: Journal of Education and Learning. 2025 14(2):125-138.
Availability: Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Peer Reviewed: Y
Page Count: 14
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Professional Identity, Job Satisfaction, College Faculty, Teacher Attitudes, Gender Differences, Age Differences, Teacher Behavior, Values
Geographic Terms: China
Assessment and Survey Identifiers: Utrecht Work Engagement Scale
ISSN: 1927-5250
1927-5269
Abstract: Amid the rapid development of higher education in China and the increasingly fierce competition among colleges, improving teachers' job satisfaction has become a critical criterion for ensuring the sustainable development of newly established undergraduate institutions and meeting the growing demand for talent cultivation. In this study I explores the impact of professional identity and work engagement on job satisfaction among teachers of different genders and ages. Based on conservation of resources theory, I utilized multiple regression analysis to investigate 637 university teachers from five newly established undergraduate institutions in Hebei Province, China. The results indicate significant differences in professional identity, job satisfaction, and work engagement among teachers of different genders and ages, with female teachers scoring higher than male teachers, and older teachers scoring higher than younger teachers. Professional identity has a significantly positive effect on job satisfaction and work engagement. Additionally, work engagement plays a partial mediating role between professional identity and job satisfaction among teachers at newly established undergraduate institutions.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1469961
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Xin-Min+Zhang%22">Xin-Min Zhang</searchLink><br /><searchLink fieldCode="AR" term="%22Yuan-Cheng+Chang%22">Yuan-Cheng Chang</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Education+and+Learning%22"><i>Journal of Education and Learning</i></searchLink>. 2025 14(2):125-138.
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  Data: Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Identity%22">Professional Identity</searchLink><br /><searchLink fieldCode="DE" term="%22Job+Satisfaction%22">Job Satisfaction</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Age+Differences%22">Age Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Behavior%22">Teacher Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Values%22">Values</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Data: <searchLink fieldCode="SU" term="%22Utrecht+Work+Engagement+Scale%22">Utrecht Work Engagement Scale</searchLink>
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  Data: 1927-5250<br />1927-5269
– Name: Abstract
  Label: Abstract
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  Data: Amid the rapid development of higher education in China and the increasingly fierce competition among colleges, improving teachers' job satisfaction has become a critical criterion for ensuring the sustainable development of newly established undergraduate institutions and meeting the growing demand for talent cultivation. In this study I explores the impact of professional identity and work engagement on job satisfaction among teachers of different genders and ages. Based on conservation of resources theory, I utilized multiple regression analysis to investigate 637 university teachers from five newly established undergraduate institutions in Hebei Province, China. The results indicate significant differences in professional identity, job satisfaction, and work engagement among teachers of different genders and ages, with female teachers scoring higher than male teachers, and older teachers scoring higher than younger teachers. Professional identity has a significantly positive effect on job satisfaction and work engagement. Additionally, work engagement plays a partial mediating role between professional identity and job satisfaction among teachers at newly established undergraduate institutions.
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      – Text: English
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        PageCount: 14
        StartPage: 125
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Professional Identity
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      – SubjectFull: Job Satisfaction
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      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Gender Differences
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      – SubjectFull: Age Differences
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      – SubjectFull: Teacher Behavior
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      – SubjectFull: Values
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      – SubjectFull: China
        Type: general
      – SubjectFull: Utrecht Work Engagement Scale
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              Value: 1927-5250
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