The Maintenance Mechanism of Teaching Willingness: A Grounded Theory Study of Student Teachers in Chinese Private Colleges
DOI:
https://doi.org/10.54097/emqmty88Keywords:
Student Teachers, Teaching Willingness, Grounded Theory, Private Colleges in ChinaAbstract
Based on grounded theory methodology, this study investigates the mechanisms underlying the maintenance of teaching willingness among student teachers in Chinese private colleges through interviews with 30 participants. The findings reveal that the participants' willingness to pursue a teaching career is significantly influenced by a social support system encompassing emotional, informational, instrumental, and appraisal support. A high level of such support contributes to stabilizing their initial commitment to teaching, whereas insufficient support is prone to triggering fluctuations in their intention or even leading to career diversion. Throughout this process, psychological resilience emerges as a crucial moderating factor, enabling individuals to cope with challenges, reframe difficulties, and thereby consolidate or even strengthen their teaching beliefs. Accordingly, it is recommended that private colleges establish a "practice-reflection" cycle to enhance student teachers' professional competencies, improve information support systems to facilitate rational career planning, and integrate psychological resilience training into the educational curriculum. These measures are proposed to bolster their professional adaptability and foster long-term resilience in the teaching profession.
Downloads
References
[1] Zhu, X. D. (2018, September 27). Constructing a teacher education system suited to the new era. Guangming Daily, p. 14.
[2] Central Committee of the Communist Party of China & State Council. (2018, January 31). Opinions on comprehensively deepening the reform of the construction of the teaching workforce in the new era [EB/OL]. Retrieved June 17, 2024, http://www.moe.gov.cn/jyb_xwfb/xw_zt/moe_357/jyzt_2018n/2018_zt15/zt1815_yw/201801/t20180131_326148.html
[3] Lin, C. D. (2023). Constructing a high-quality teacher education system with Chinese characteristics. Educational Research, (10), 108-114.
[4] Feng, W. Z., & Wu, J. T. (2011). Between personal will and public will: A survey on the graduation intentions of tuition‑free student teachers. Teacher Education Research, 23(3), 56–60.https://doi.org/10.13445/j.cnki.t.e.r.2011.03.014
[5] Jiang, Y. Q., & Yang, Y. (2013). A survey on the teaching willingness of bilingual teachers in Xinjiang: A case study of the primary education program at a normal university in Xinjiang. Xinjiang Social Sciences, (3), 160–164.
[6] Li, Q., Zhao, J. S., & Liu, W. (2022). Professional identity and career choice of government-funded preschool student teachers from the perspective of field theory. Education Science, 38(4), 67–74.
[7] Pang, C. M., & Tang, Z. M. (2023). The influence of public service motivation on student teachers’ willingness to teach in rural areas. Higher Education Exploration, (4), 46–52.
[8] Chen, X. M. (2000). Qualitative research methods and social science research. Beijing: Educational Science Publishing House. p. 332.
[9] Chen, X. M. (2000). Qualitative research methods and social science research. Beijing: Educational Science Publishing House. p. 333.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 International Journal of Education and Humanities
This work is licensed under a Creative Commons Attribution 4.0 International License.
