Liu Yanni, Wang Hui, Fan Sanming
School of Physical Education, Shanghai University of Sport, Shanghai, China.
School of Physical Education, Xinjiang Normal University, Urumqi, Xinjiang, China.
BMC Psychol. 2025 Jul 22;13(1):815. doi: 10.1186/s40359-025-03155-4.
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.
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.
(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.
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.”
职业认同是影响体育教师职业发展的关键心理因素。本研究调查了中国基础教育阶段女性体育教师的职业认同，考虑了职业认同的类型以及男女体育教师之间的差异。旨在为完善体育教师教育政策和发展体育素养提供实践依据。
2024年7月至8月，随机选取2728名在职体育教师（男1758名，女970名）作为调查对象。采用自行设计的问卷获取教师基本信息，并运用职业认同量表对体育教师的职业认同进行调查。使用SPSS 26.0进行数据分析，以进行信效度评估、描述性统计、差异分析和聚类分析。
（1）女性体育教师的职业认同处于中上等水平。（2）女性体育教师的职业认同在教龄、婚姻状况、职称、学历和收入方面存在显著差异。（3）女性体育教师在职业价值观、角色价值观、职业归属感和职业行为倾向方面呈现出四种明显的分化趋势。模型的聚类质量为“良好”，四组教师之间存在显著差异。
与男性体育教师相比，基础教育阶段的女性体育教师具有更强的职业认同。女性体育教师的职业认同具有“非线性发展模式”、“非均衡发展结构”和“高水平发展取向”的特点，主要分为四种类型：“热情型”、“中立型”、“冷漠型”和“失衡型”。
