{"title":"Preschool teachers' professional well-being, emotion regulation, and professional identity: A multi-level latent profile approach","authors":"Barry Bai, Jing Li","doi":"10.1016/j.tate.2025.104965","DOIUrl":null,"url":null,"abstract":"<div><div>This study explored how professional well-being, emotion regulation, and professional identity would interrelate at the individual and school levels with data from 1690 teachers nested in 99 Chinese preschools. Multilevel latent profile analysis identified four teacher-level emotion regulation profiles (Moderate, Strained, Adaptive and Deep) and four school-level profiles (Multifaceted, Challenged, Dynamic and Adjustable), each showing distinct links to well-being. The profiles differed significantly in professional identity. The Strained profile revealed the coexistence of surface acting and natural expression, suggesting complementary strategies. These findings provide insights into emotion regulation and their role in shaping professional identity within the Chinese context.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"157 ","pages":"Article 104965"},"PeriodicalIF":3.9000,"publicationDate":"2025-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching and Teacher Education","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0742051X25000411","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
This study explored how professional well-being, emotion regulation, and professional identity would interrelate at the individual and school levels with data from 1690 teachers nested in 99 Chinese preschools. Multilevel latent profile analysis identified four teacher-level emotion regulation profiles (Moderate, Strained, Adaptive and Deep) and four school-level profiles (Multifaceted, Challenged, Dynamic and Adjustable), each showing distinct links to well-being. The profiles differed significantly in professional identity. The Strained profile revealed the coexistence of surface acting and natural expression, suggesting complementary strategies. These findings provide insights into emotion regulation and their role in shaping professional identity within the Chinese context.
期刊介绍：
Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.
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