The relationship between professional identity and professional development among special education teachers: a moderated mediation model
Abstract The professional development of special education teachers has received increasing attention in recent years, and identity has been identified as a protective factor in this context. However, only a limited amount of information is available regarding the potential mediators and moderators...
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| Format: | Article |
| Language: | English |
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BMC
2024-10-01
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| Series: | BMC Psychology |
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| Online Access: | https://doi.org/10.1186/s40359-024-02075-z |
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| author | Yueming Pi Minjie Ma Aixin Hu Tingzhao Wang |
| author_facet | Yueming Pi Minjie Ma Aixin Hu Tingzhao Wang |
| author_sort | Yueming Pi |
| collection | DOAJ |
| description | Abstract The professional development of special education teachers has received increasing attention in recent years, and identity has been identified as a protective factor in this context. However, only a limited amount of information is available regarding the potential mediators and moderators of this relationship. A major objective of this study was to determine (a) whether self-efficacy mediates the relationship between professional identity and professional development and (b) whether perceived social support moderates the indirect relationship between professional identity and professional development among special education teachers. A total of 2668 special education teachers participated in this study and completed measures relating to their professional identity, self-efficacy, perceived social support, and professional development. The study found that (1) professional identity is significantly and positively related to the professional development of special education teachers, while self-efficacy and perceived social support are similarly positively related to their professional development; (2) the relationship between professional identity and professional development is partially mediated by teachers' self-efficacy; and (3) perceived social support moderates the indirect effects of professional identity on special education teachers' professional development via self-efficacy. Based on the findings of this study, it appears that high perceived social support may be a protective factor concerning the professional development of special education teachers with low self-efficacy since these special education teachers appear to require more professional development. |
| format | Article |
| id | doaj-art-c20e8d4f3527407682ee46a2302be95c |
| institution | OA Journals |
| issn | 2050-7283 |
| language | English |
| publishDate | 2024-10-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Psychology |
| spelling | doaj-art-c20e8d4f3527407682ee46a2302be95c2025-08-20T02:17:57ZengBMCBMC Psychology2050-72832024-10-0112111410.1186/s40359-024-02075-zThe relationship between professional identity and professional development among special education teachers: a moderated mediation modelYueming Pi0Minjie Ma1Aixin Hu2Tingzhao Wang3Shaanxi University of Science and TechnologyShenzhen Polytechnic University, Nanshan DistrictDepartment of Special Education, Shaanxi Normal UniversityDepartment of Special Education, Shaanxi Normal UniversityAbstract The professional development of special education teachers has received increasing attention in recent years, and identity has been identified as a protective factor in this context. However, only a limited amount of information is available regarding the potential mediators and moderators of this relationship. A major objective of this study was to determine (a) whether self-efficacy mediates the relationship between professional identity and professional development and (b) whether perceived social support moderates the indirect relationship between professional identity and professional development among special education teachers. A total of 2668 special education teachers participated in this study and completed measures relating to their professional identity, self-efficacy, perceived social support, and professional development. The study found that (1) professional identity is significantly and positively related to the professional development of special education teachers, while self-efficacy and perceived social support are similarly positively related to their professional development; (2) the relationship between professional identity and professional development is partially mediated by teachers' self-efficacy; and (3) perceived social support moderates the indirect effects of professional identity on special education teachers' professional development via self-efficacy. Based on the findings of this study, it appears that high perceived social support may be a protective factor concerning the professional development of special education teachers with low self-efficacy since these special education teachers appear to require more professional development.https://doi.org/10.1186/s40359-024-02075-zProfessional identityProfessional developmentSpecial education teachersModerated mediation |
| spellingShingle | Yueming Pi Minjie Ma Aixin Hu Tingzhao Wang The relationship between professional identity and professional development among special education teachers: a moderated mediation model BMC Psychology Professional identity Professional development Special education teachers Moderated mediation |
| title | The relationship between professional identity and professional development among special education teachers: a moderated mediation model |
| title_full | The relationship between professional identity and professional development among special education teachers: a moderated mediation model |
| title_fullStr | The relationship between professional identity and professional development among special education teachers: a moderated mediation model |
| title_full_unstemmed | The relationship between professional identity and professional development among special education teachers: a moderated mediation model |
| title_short | The relationship between professional identity and professional development among special education teachers: a moderated mediation model |
| title_sort | relationship between professional identity and professional development among special education teachers a moderated mediation model |
| topic | Professional identity Professional development Special education teachers Moderated mediation |
| url | https://doi.org/10.1186/s40359-024-02075-z |
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