Professional identity, experiences, and classroom practices among junior teachers in China

This study examines the professional identity, teaching experiences, and practices of educators within a specific context. The majority of participants are aged between 36 and 60 years, with the largest group in the 46-60 age range, and a balanced gender distribution, with slightly more females than males. Most respondents have between 1 and 5 years of teaching experience, and the majority hold undergraduate degrees, followed by those with a master's degree. Teachers feel affirmed and engaged in their professional identity, although there is potential to foster a deeper commitment to the profession. While teachers report satisfaction with their work ethic, they acknowledge the need for improvements in areas such as teaching guides, competitions, and lesson planning. Teachers display "sometimes" effective practices across all areas, with teacher-student communication rated highest, but room for improvement remains in lesson organization and the classroom environment. Significant variations in teaching experiences were found based on age, sex, years of service, and educational qualifications. Age, sex, and years of service were highly significant across all teaching experience areas, while educational qualifications impacted teaching guides and lesson planning, but not work ethic or satisfaction. The study also highlights significant correlations between professional identity and teaching experiences, particularly in lesson planning and teaching practices. Based on these findings, a development program was proposed, focusing on enhancing professional identity, teaching practices, and classroom effectiveness through workshops, peer-sharing sessions, and professional development programs.