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A Study of the Relationship Between Social Support and Professional Identity among Preservice Preschool Teachers

Author

Listed:
  • Zhu Lin

    (Faculty of Education Science & Technology, University technology Malaysia;Department of Preschool Education, ZIBO Normal College)

  • Azlina Bt. Mohd Kosnin

    (Faculty of Education Science & Technology, University technology Malaysia)

  • Xu Yue

    (Department of Preschool Education, ZIBO Normal College)

Abstract

Professional identity is a key factor in shaping preservice teachers’ career choices and long-term engagement with the profession. For preservice preschool teachers, developing a solid professional identity during training is crucial for their future decision to enter the teaching profession and remain committed to teaching. Social support has been identified as a key factor in strengthening professional identity among preservice teachers. However, the specific mechanisms through which social support fosters professional identity remain limited. This study investigated the association between social support and professional identity among preservice preschool teachers in China. A cross-sectional correlational quantitative design was adopted. Questionnaire data were collected from 531 preservice preschool teachers enrolled in preschool education programs. Social support and professional identity were measured using validated self-report instruments. Data were analyzed using descriptive statistics to examine the levels of the main variables. Pearson correlation analysis to explore their associations and simple linear regression analysis to test the predictive effect of social support on professional identity. Findings indicated that both social support and professional identity were at a moderate level among preservice preschool teachers. The results of Pearson correlation analysis showed a significant positive correlation between social support and professional identity. Regression analysis further confirmed that social support significantly predicted professional identity, with greater perceived social support corresponding to higher levels of professional identity. This finding showed that support from family members, peers, teachers, and educational institutions may contribute to preservice preschool teachers’ professional cognition, emotional attachment to the profession, and readiness for future professional roles. This study underscores the importance of providing a supportive environment in teacher education programs.

Suggested Citation

  • Zhu Lin & Azlina Bt. Mohd Kosnin & Xu Yue, 2026. "A Study of the Relationship Between Social Support and Professional Identity among Preservice Preschool Teachers," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 10(13), pages 1-8, January.
    • Handle: RePEc:bcp:journl:v:10:y:2026:i:13:p:1-8
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    References listed on IDEAS

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    1. Yingxin Chen & Huihua He & Yan Yang, 2023. "Effects of Social Support on Professional Identity of Secondary Vocational Students Major in Preschool Nursery Teacher Program: A Chain Mediating Model of Psychological Adjustment and School Belonging," Sustainability, MDPI, vol. 15(6), pages 1-14, March.
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