The Antecedents of Chinese University-Based Teacher Educators' Salient Identities: A Moderated Mediation Model Analysis

• In Event: Motivations and Identities Across the Career Span

Abstract

Extensive studies have found teacher-of-teachers-researcher role conflict, while little is known about how university-based teacher educators (UBTEs) perceive and form these two identities. Based on identity theory, this study developed a moderated mediation model to test social relationships as mediators and self-efficacy as a moderator in the relationship between institutional demand, institutional support, and UBTE identity salience. With 552 Chinese UBTEs participating, we found that social relationships mediated the relationships between teaching demand, institutional support, and teacher-of-teachers and researcher identity. Self-efficacy moderated the teaching demand-researcher identity relationship. These findings reveal the influential mechanism of being a teacher-of-teachers and researcher, verify and enrich the applicability of identity theory in teacher education, and provide relevance for UBTEs, programme designers, and organisational leaders.

Authors

• Jingjing Liang, University of Auckland
  Presenting Author

• Kane Meissel, University of Auckland
  Non-Presenting Author

• Fiona Ruth Ell, University of Auckland
  Non-Presenting Author