Professional commitment and willingness of art education college students to become teachers: Learning satisfaction as a mediator

Abstract

There is currently a teacher shortage in remote areas in China, as the willingness of government-sponsored students to enter the profession continues to decrease because of factors such as high work pressure and relatively low salaries. We investigated the influence of professional commitment on willingness to enter the teaching profession among 395 government-sponsored teachers' college students majoring in art education, and assessed the mediating role of learning satisfaction in this relationship. The results indicated there was a significant positive correlation between professional commitment and teaching willingness. Additionally, learning satisfaction played a mediating role in this relationship. Our findings contribute to understanding of the relationships among professional commitment, teaching willingness, and learning satisfaction among teachers' college students majoring in art education within the context of Chinese higher education. The results also offer practical insights for educators to enhance the willingness of art education majors to enter the teaching profession.