Professional identity of female PE teachers in basic education in China.

BACKGROUND

Professional identity is an crucial psychological factor influencing the profession development of physical education teachers. This study investigated the professional identity of female PE teachers in China’s basic education stage, considering the types of professional identity and differences between female and male PE teachers. It aims to provide a practical basis for improving the education policies of physical education teachers and developing physical literacy.

METHODS

From July to August 2024, 2,728 (1,758 male, 970 female) in-service physical education teachers were randomly selected as the survey objects. A self-designed questionnaire was administered to obtain teachers’ basic information, and a professional identity scale was used to investigate the professional identity of PE teachers. Data analysis was conducted using SPSS 26.0 for reliability and validity evaluation, descriptive statistics, difference analysis and cluster analysis.

RESULTS

(1) The female PE teachers had an upper–middle level of professional identity. (2) Significant differences in the professional identity of female PE teachers according to years of teaching, marital status, professional title, length of schooling, and income. (3) Four clear differentiation trends in professional values, role values, professional sense of belonging, and professional behavior tendency among female PE teachers. The cluster quality of the model was “good,” and there were significant differences among the four groups of teachers.

CONCLUSION

Compared to their male counterparts, female PE teachers in basic education had a stronger professional identity. The professional identity of female PE teachers was characterized by a “non-linear development mode,” a “non-balanced development structure,” and a “high-level development orientation”, which are mainly divided into four types: “passionate,” “neutral,” “apathetic,” and “unbalanced.”