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Resilience as a Differentiating Factor in Professional Identity Profiles: Insights from Chinese In-Service Music Teachers

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Title: Resilience as a Differentiating Factor in Professional Identity Profiles: Insights from Chinese In-Service Music Teachers
Language: English
Authors: Xiaoning Wang (ORCID 0000-0001-9601-0489), Wei Guo (ORCID 0009-0007-9430-6922), Yihang Fu (ORCID 0009-0009-9942-9838)
Source: European Journal of Education. 2026 61(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 10
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Resilience (Psychology), Professional Identity, Music Teachers, Foreign Countries, Teacher Empowerment, Faculty Development, Teacher Role, Role Perception
Geographic Terms: China
DOI: 10.1111/ejed.70452
ISSN: 0141-8211
1465-3435
Abstract: Teacher professional identity is essential to understanding teachers' professional growth, especially in the context of music education. This study adopts a person-centered approach to examine variations in professional identity among Chinese in-service music teachers, with a specific focus on how resilience serves as a differentiating factor. Drawing on survey data from 395 teachers across diverse educational institutions in China, the study employs latent profile analysis (LPA) and identifies three distinct identity profiles: Identity-Challenged, Developing Professionals, and Empowered Professionals. Subsequent multinomial logistic regression analysis reveals that teachers with higher levels of resilience are significantly more likely to belong to the Empowered group, suggesting that resilience is a critical psychological resource in shaping identity coherence. The findings highlight the heterogeneity of teacher identity development, particularly in emotionally demanding educational contexts like music education. This study contributes to teacher education research by highlighting the value of professional development that combines emotional support, resilience-building, and identity-focused reflection, which aims at fostering both the cognitive and emotional growth of teachers as they navigate complex role expectations and institutional pressures.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1497959
Database: ERIC
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  Data: Resilience as a Differentiating Factor in Professional Identity Profiles: Insights from Chinese In-Service Music Teachers
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  Data: <searchLink fieldCode="AR" term="%22Xiaoning+Wang%22">Xiaoning Wang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9601-0489">0000-0001-9601-0489</externalLink>)<br /><searchLink fieldCode="AR" term="%22Wei+Guo%22">Wei Guo</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0007-9430-6922">0009-0007-9430-6922</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yihang+Fu%22">Yihang Fu</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0009-9942-9838">0009-0009-9942-9838</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Education%22"><i>European Journal of Education</i></searchLink>. 2026 61(1).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Y
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  Data: 10
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  Data: 2026
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  Data: <searchLink fieldCode="DE" term="%22Resilience+%28Psychology%29%22">Resilience (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Identity%22">Professional Identity</searchLink><br /><searchLink fieldCode="DE" term="%22Music+Teachers%22">Music Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Empowerment%22">Teacher Empowerment</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink><br /><searchLink fieldCode="DE" term="%22Role+Perception%22">Role Perception</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Data: 10.1111/ejed.70452
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  Data: Teacher professional identity is essential to understanding teachers' professional growth, especially in the context of music education. This study adopts a person-centered approach to examine variations in professional identity among Chinese in-service music teachers, with a specific focus on how resilience serves as a differentiating factor. Drawing on survey data from 395 teachers across diverse educational institutions in China, the study employs latent profile analysis (LPA) and identifies three distinct identity profiles: Identity-Challenged, Developing Professionals, and Empowered Professionals. Subsequent multinomial logistic regression analysis reveals that teachers with higher levels of resilience are significantly more likely to belong to the Empowered group, suggesting that resilience is a critical psychological resource in shaping identity coherence. The findings highlight the heterogeneity of teacher identity development, particularly in emotionally demanding educational contexts like music education. This study contributes to teacher education research by highlighting the value of professional development that combines emotional support, resilience-building, and identity-focused reflection, which aims at fostering both the cognitive and emotional growth of teachers as they navigate complex role expectations and institutional pressures.
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        Value: 10.1111/ejed.70452
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
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      – SubjectFull: Resilience (Psychology)
        Type: general
      – SubjectFull: Professional Identity
        Type: general
      – SubjectFull: Music Teachers
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Teacher Empowerment
        Type: general
      – SubjectFull: Faculty Development
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      – SubjectFull: Teacher Role
        Type: general
      – SubjectFull: Role Perception
        Type: general
      – SubjectFull: China
        Type: general
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      – TitleFull: Resilience as a Differentiating Factor in Professional Identity Profiles: Insights from Chinese In-Service Music Teachers
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            NameFull: Xiaoning Wang
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            NameFull: Wei Guo
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            NameFull: Yihang Fu
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              Y: 2026
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              Value: 0141-8211
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              Value: 61
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