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<p>Professional identity refers to the extent to which an individual identifies with and embraces their role within an organizational setting, encompassing their understanding of the role, personal values, self-perception, and the sense of duty and belonging associated with their profession. Despite increasing recognition of male kindergarten teachers in early childhood education (ECE), male dance kindergarten teachers often face significant early career attrition due to societal gender stereotypes and external biases. This study employs professional identity theory and motivation theory to explore how cultivating a strong sense of self-identity enables male kindergarten dance teachers to construct their professional roles effectively. We employed a mixed-methods approach comprising two components: semi-structured interviews with 20 practitioners and standardized questionnaires administered to 156 male kindergarten teachers in two metropolitan areas. Our findings reveal that self-identity significantly positively impacts role construction, with professional identity and role model motivation serving as key mediators. Specifically, a robust professional identity helps male dance kindergarten teachers resist external biases and misunderstandings, reinforcing their commitment to their chosen profession. Additionally, role model motivation provides tangible examples of successful practices, enhancing their skills, confidence, and career perseverance. This research not only provides insights into the psychological readiness and role adaptation of male kindergarten teachers but also proposes career development programs to support their early-stage professional development. Policy measures and advocacy efforts are crucial to creating a supportive social and institutional environment that acknowledges and addresses the unique challenges they face. Our study provides actionable recommendations for teacher training institutions and industry organizations to ensure that male teachers in ECE are treated equitably and have access to the same resources and opportunities as their female counterparts.</p>

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Empowering male kindergarten teachers: Strategies for embracing identity and overcoming early career challenges

  • 期刊论文

  • 发表日期：

    2026年1月6日

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  • Wang Qin,
  • Yi Xiao

摘要

Professional identity refers to the extent to which an individual identifies with and embraces their role within an organizational setting, encompassing their understanding of the role, personal values, self-perception, and the sense of duty and belonging associated with their profession. Despite increasing recognition of male kindergarten teachers in early childhood education (ECE), male dance kindergarten teachers often face significant early career attrition due to societal gender stereotypes and external biases. This study employs professional identity theory and motivation theory to explore how cultivating a strong sense of self-identity enables male kindergarten dance teachers to construct their professional roles effectively. We employed a mixed-methods approach comprising two components: semi-structured interviews with 20 practitioners and standardized questionnaires administered to 156 male kindergarten teachers in two metropolitan areas. Our findings reveal that self-identity significantly positively impacts role construction, with professional identity and role model motivation serving as key mediators. Specifically, a robust professional identity helps male dance kindergarten teachers resist external biases and misunderstandings, reinforcing their commitment to their chosen profession. Additionally, role model motivation provides tangible examples of successful practices, enhancing their skills, confidence, and career perseverance. This research not only provides insights into the psychological readiness and role adaptation of male kindergarten teachers but also proposes career development programs to support their early-stage professional development. Policy measures and advocacy efforts are crucial to creating a supportive social and institutional environment that acknowledges and addresses the unique challenges they face. Our study provides actionable recommendations for teacher training institutions and industry organizations to ensure that male teachers in ECE are treated equitably and have access to the same resources and opportunities as their female counterparts.