The Influence of Teaching and Research Participation on Teachers’ Career Adaptability: A Large-Scale Study From China

• In Event: AERA Roundtable Session Wednesday 4:20 pm Four Seasons Ballroom 1
  In Roundtable Session: Navigating Roles and Partnerships in Teacher Education (Table 11)

Abstract

In the context of teachers' learning environment, exploring the factors influencing in-service teachers' career adaptability is key to ensuring they "stay and teach well." Based on 18,777 school teachers in China, this study aims to explore the influence of teacher teaching and research participation on career adaptability. It also examines the mediating role of teacher reflection, teaching practice, teacher self-efficacy, and hope, grounded in the Social Cognitive Career Theory (SCCT) and the Teacher Professional Growth Interconnected Model (IMTPG). The results show that the three factors of teacher reflection, teaching efficacy and hope can independently act as intermediaries between teachers' teaching and research participation and teachers' career adaptability. In addition, teaching efficacy and hope constitute a chain mediation path.

Authors

• Ziluo Yan, Nanjing University

• Yun Qu, Beihang University

• Lanzi Huang, Hunan First Normal University