Professional identity of female PE teachers in basic education in China – BMC Psychology

 

Report on the Professional Identity of Female Physical Education Teachers and Alignment with Sustainable Development Goals

This report analyzes the professional identity of female Physical Education (PE) teachers, highlighting key findings and their direct implications for achieving multiple Sustainable Development Goals (SDGs), including SDG 4 (Quality Education), SDG 5 (Gender Equality), and SDG 8 (Decent Work and Economic Growth).

Overall Assessment of Professional Identity and Contribution to SDG 4 (Quality Education)

General Findings

The study indicates a generally positive state of professional identity among female PE teachers, which is a critical foundation for a stable and effective educational workforce.

• Female PE teachers demonstrate an upper–middle level of professional identity, with an overall mean score of 4.12 on a 5-point scale.
• This strong identity is fundamental for achieving SDG 4 (Quality Education), as it correlates with teacher motivation, performance, and retention, ensuring the sustainable delivery of quality physical education.
• The high degree of identification with their profession is conducive to the sustainable development of female PE teachers’ careers, directly supporting SDG 8 (Decent Work and Economic Growth).

Analysis of Identity Dimensions

The professional identity of female PE teachers is composed of several dimensions, with varying levels of strength. This breakdown helps identify specific areas for professional development to further enhance teaching quality.

1. Professional Values (M=4.30): The highest-scoring dimension, reflecting a strong positive evaluation of the teaching profession’s significance. This aligns directly with the core mission of SDG 4.
2. Professional Behavior Tendency (M=4.27): Indicates a high willingness to adhere to professional norms and carry out teaching duties effectively, which is essential for quality instruction.
3. Professional Belonging (M=4.01): A positive emotional connection and sense of community within the profession. This supports teacher well-being, a component of SDG 3 (Good Health and Well-being), and contributes to workforce stability.
4. Role Values (M=3.93): The lowest-scoring dimension, suggesting a gap in the internalization of the “teacher role.” Addressing this is key to improving professional satisfaction and effectiveness.

Gender-Based Analysis in the Context of SDG 5 (Gender Equality)

Comparative Identity Scores

A comparison between male and female PE teachers offers insights into gender dynamics within the profession, contributing to the discourse on SDG 5 (Gender Equality).

• There is no statistically significant difference in the overall professional identity scores between female (M=4.12) and male (M=4.07) PE teachers.
• Female teachers score significantly higher in Professional Values (M=4.30 vs. M=4.18) and Professional Behavior Tendency (M=4.27 vs. M=4.16).
• These results suggest that female PE teachers may have a stronger occupational evaluation and internalization of professional norms, providing valuable data for creating gender-responsive support systems in education.

Analysis of Factors Influencing Professional Identity and Links to SDGs 4, 8, and 10

Several individual and professional factors influence identity, highlighting areas where targeted policies can promote decent work (SDG 8), reduce inequalities (SDG 10), and improve educational quality (SDG 4).

Years of Teaching Experience

• Professional identity strengthens with experience. Teachers with 21 or more years of experience report the highest identity levels (M=4.32).
• Teachers with 6-15 years of experience show the lowest scores, identifying a critical period where targeted support is needed to prevent attrition and ensure sustainable careers, aligning with SDG 8.

Marital and Parental Status

• Married female teachers with children have the highest professional identity scores (M=4.16).
• This suggests that the role of mother may positively align with the professional role of a teacher, a key consideration for understanding the work-life interface for women under SDG 5.

Professional Title

• Identity levels are positively correlated with professional titles, with senior teachers showing the highest scores (M=4.26).
• This underscores the importance of clear and accessible career progression pathways as a component of decent work (SDG 8) and as a tool for retaining skilled educators.

Educational Stage

• Senior high school teachers report the highest professional identity (M=4.35), followed by junior high (M=4.10) and primary school (M=4.09) teachers.
• This disparity, potentially linked to societal perceptions of status, points to an inequality (SDG 10) within the education system that could impact teaching quality at foundational levels.

Salary Level

• While no linear relationship was found, economic factors significantly impact professional values and behavior.
• Fair remuneration is a critical factor for professional identity and job satisfaction, reinforcing the principles of SDG 8 (Decent Work).

Cluster Analysis of Teacher Profiles for Targeted Interventions (SDG 4 & SDG 3)

Identified Teacher Archetypes

Cluster analysis identified four distinct profiles of female PE teachers. Understanding these types allows education managers to develop targeted interventions to support teacher well-being (SDG 3) and enhance teaching quality (SDG 4).

1. Passionate Type: Exhibits high scores across all identity dimensions. This group represents a reserve of excellent teachers whose high well-being and job satisfaction are models for a sustainable teaching workforce.
2. Neutral Type: The largest group, characterized by moderate identity scores. They represent a key target for professional development initiatives aimed at elevating overall teaching standards.
3. Apathetic Type: The smallest group, with low scores across all dimensions. These teachers are at high risk of job burnout and turnover, posing a threat to the stability required to achieve SDG 4.
4. Unbalanced Type: Characterized by high cognitive and behavioral identity but a low sense of professional belonging. This emotional deficit makes them vulnerable and highlights the need for institutional support systems focused on mental and emotional well-being, directly addressing SDG 3.

Analysis of SDGs, Targets, and Indicators

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 4: Quality Education

  The article directly relates to SDG 4 by focusing on the professional identity, stability, and quality of Physical Education (PE) teachers. A strong professional identity is linked to better teaching performance, lower job burnout, and higher retention rates, which are all crucial for ensuring quality education. The text states, “Chinese female PE teachers generally demonstrate a relatively high degree of identification with their profession, and this will be conducive to their sustainable development in the teaching profession,” linking teacher identity directly to the sustainability and quality of the teaching workforce.

• SDG 5: Gender Equality

  The study’s primary focus is on female PE teachers, and it includes a comparative analysis of professional identity between genders. It explores differences in professional values and behavior, noting, “the scores for professional identity, professional values, professional belonging, and professional behavior tendency were higher among female PE teachers than their male counterparts.” It also touches upon the influence of gender culture and family roles (marital and parental status) on women’s professional lives, which is central to SDG 5.

• SDG 8: Decent Work and Economic Growth

  The article examines key aspects of decent work for teachers, including professional satisfaction, career development (professional titles), job stability, and the impact of salary. The analysis of “apathetic type” teachers who are “prone to job burnout and lack of endogenous motivation for career development” and may have a “strong intention to leave their post” directly addresses challenges to decent work and a stable workforce. The study’s investigation into how salary levels affect professional identity also aligns with this goal.

2. What specific targets under those SDGs can be identified based on the article’s content?

• SDG 4: Quality Education

  • Target 4.c: By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries.

    The article supports this target by analyzing factors that contribute to the stability and “sustainable development in the teaching profession.” It identifies at-risk groups (e.g., “young and middle-aged female PE teachers”) and recommends “targeted support to this group in their daily teacher management work” and “teacher training and counseling” to maintain the stability of the PE teaching workforce, which is essential for increasing the supply of qualified teachers.

• SDG 5: Gender Equality

  • Target 5.5: Ensure women’s full and effective participation and equal opportunities for leadership at all levels of decision-making in political, economic and public life.

    The article addresses this target by examining the professional standing and career progression of women in the teaching profession. The analysis of “professional title” shows that “The more senior the professional title of female PE teachers, the higher their level of professional identity,” highlighting the importance of career advancement opportunities for women’s professional participation and satisfaction.

• SDG 8: Decent Work and Economic Growth

  • Target 8.5: By 2030, achieve full and productive employment and decent work for all women and men… and equal pay for work of equal value.

    The article connects to this target by exploring the components of “decent work” for female teachers. It analyzes how factors like salary, professional title, and years of experience impact professional identity, which is a proxy for job satisfaction and productive employment. The discussion on how low identity can lead to a “strong intention to leave their post” underscores the importance of creating decent work conditions to ensure full employment within the profession.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

• SDG 4: Quality Education

  • Implied Indicator for Target 4.c: Teacher retention/attrition rate. The article implies this indicator by discussing the stability of the teaching workforce. For instance, it notes that “apathetic type” teachers pose a “potential threat to the stability of PE teaching workforce” due to a “strong intention to leave their post.” Measuring the rate at which teachers, particularly those with low professional identity, leave the profession would be a direct way to track progress.
  • Implied Indicator for Target 4.c: Proportion of teachers by qualification level. The article uses “Professional title” (e.g., second-level, first-level, senior) and “Years of teaching experience” as key variables. These serve as proxies for teacher qualifications and experience, aligning with the goal of increasing the supply of *qualified* teachers.

• SDG 5: Gender Equality

  • Indicator for Target 5.5: Proportion of women in different professional ranks. The article provides a framework for this by analyzing female PE teachers across different “professional title” categories. Tracking the distribution of women across these titles (from ungraded to senior) over time would measure their progression into more senior roles within the public education sector.
  • Indicator for Target 5.5: Gender-disaggregated data on professional identity. The article itself creates and uses this indicator by comparing the mean scores of professional identity between male (M = 4.07) and female (M = 4.12) teachers. These scores on dimensions like “professional values” and “professional behavior tendency” serve as specific measures of women’s professional participation and perception.

• SDG 8: Decent Work and Economic Growth

  • Indicator for Target 8.5: Data on wages by occupation. The article directly analyzes the “Salary level” of female PE teachers, categorizing them into different income brackets (e.g., “3000–4499 yuan,” “6000–7499 yuan”). It finds that “behavioral dimension of professional identity and professional values are greatly affected by economic factors,” making salary a critical indicator for decent work.
  • Indicator for Target 8.5: Measures of job satisfaction and burnout. The article uses “professional identity score” as a comprehensive proxy for job satisfaction. It explicitly links high identity to positive outcomes (“less job burnout”) and low identity to negative ones (“apathetic type” teachers are “prone to job burnout”). The scores from the four dimensions (professional values, role values, professional belonging, professional behavior tendency) can be used as specific sub-indicators.

4. Table of SDGs, Targets, and Indicators

SDGs	Targets	Indicators Identified in the Article
SDG 4: Quality Education	4.c: Substantially increase the supply of qualified teachers.	Teacher retention and intention to leave (e.g., “apathetic type” teachers pose a “threat to the stability of PE teaching workforce”). Distribution of teachers by years of teaching experience (e.g., ≤ 5 years, 6-10 years, etc.). Distribution of teachers by professional title (e.g., second-level, first-level, senior).
SDG 5: Gender Equality	5.5: Ensure women’s full and effective participation and equal opportunities for leadership.	Gender-disaggregated professional identity scores (e.g., female M=4.12 vs. male M=4.07). Proportion of women at different professional titles, indicating career progression. Impact of marital and parental status on the professional identity of female teachers.
SDG 8: Decent Work and Economic Growth	8.5: Achieve full and productive employment and decent work for all women and men.	Professional identity scores as a proxy for job satisfaction and decent work (e.g., “Passionate type” vs. “Apathetic type”). Analysis of salary levels and their effect on professional identity dimensions. Prevalence of job burnout linked to low professional identity.

Source: bmcpsychology.biomedcentral.com