Guo Jing, Tian Li Jun
College of Education, Zhejiang Normal University, Jinhua, China.
College of Education, Nanchang Normal University, Nanchang, China.
Front Psychol. 2025 Mar 28;16:1528336. doi: 10.3389/fpsyg.2025.1528336. eCollection 2025.
The willingness to teach among normal school students, especially those majoring in primary education, is an important factor affecting the stability of China's primary education teaching staff and the quality of the training reserve force of primary education teachers. However, currently, a lack of research exists on the willingness to teach among normal school students majoring in primary education from a dynamic theoretical perspective. This study was based on the Social Cognitive Career Theory (SCCT) model. A questionnaire survey method was used to analyze the willingness to teach and its influencing factors among 630 normal school students majoring in primary education. The results indicated a positive correlation between professional identity, learning satisfaction and willingness to teach among normal school students majoring in primary education, of which the professional identity of the normal school students had a significant positive predictive effect on their willingness to teach. Learning satisfaction partially mediated the relationship between the professional identity and willingness to teach of the normal school students; gender played a moderating role in the relationship between the professional identity and willingness to teach of the normal school students. Studying the influence mechanism of willingness to teach from the perspective of SCCT is of great significance in enhancing the willingness of normal school students majoring in primary education and strengthening the stability of teaching.
师范院校学生，尤其是小学教育专业学生的从教意愿，是影响我国小学教育师资队伍稳定性及小学教育师资培养储备力量质量的重要因素。然而，目前从动态理论视角对小学教育专业师范院校学生从教意愿的研究尚显不足。本研究基于社会认知职业理论（SCCT）模型，采用问卷调查法，对630名小学教育专业师范院校学生的从教意愿及其影响因素进行分析。结果表明，小学教育专业师范院校学生的专业认同、学习满意度与从教意愿呈正相关，其中师范院校学生的专业认同对其从教意愿具有显著的正向预测作用。学习满意度在师范院校学生专业认同与从教意愿的关系中起部分中介作用；性别在师范院校学生专业认同与从教意愿的关系中起调节作用。从SCCT视角研究从教意愿的影响机制，对于增强小学教育专业师范院校学生的从教意愿、加强师资队伍稳定性具有重要意义。
