Impact of Professional Competency on Occupational Identity of Preschool Education Publicly Funded Teacher Trainees: The Moderating Role of Support from Significant Others

This study investigates the impact of professional competencies (moral, knowledge, and skill) on the occupational identity of government-supported preschool teacher trainees and examines the moderating role of support from significant others, including family, peers, and mentors. A quantitative research methodology was employed, involving a cross-sectional survey of 193 publicly funded teacher trainees. Validated scales were used to measure professional competencies, occupational identity, and perceived support. The results revealed a strong positive correlation between professional competencies and occupational identity (r = 0.61, p < 0.01), supporting the hypothesis that higher competency levels enhance trainees’ professional identity. Furthermore, support from significant others moderated this relationship, with a higher level of support amplifying the positive association (β = 1.412, p < 0.01). These findings highlight the interconnected nature of professional competencies and social support in shaping occupational identity. Based on these results, it is recommended that teacher training programs integrate targeted competency-building strategies alongside structured support systems to enhance professional identity formation. These initiatives are critical for fostering sustainable professional development and improving the quality and stability of preschool education.