Assessing factors influencing the formation of preservice teacher professional identity: Can commitment be related to self-image and task perception as a mediator?

Abstract

The development of teacher professional identity (TPI) is influenced by various factors; nevertheless, the interrelations among these factors and their significance remain unclear. This survey-based quantitative research tested a TPI model, examining the relationship between self-image, task perception, commitment, and culture on TPI formation. Structural equation modelling (SEM) was employed with a sample of 2501 preservice teachers in China. The findings demonstrated self-image and task perception exerted both direct and indirect influences on the formation of TPI. Furthermore, commitment acted as a mediator, while culture functioned as a moderator in the formation of TPI.