YONG TEACHER'S PROFESSIONAL IDENTITY ENHANCEMENT IN PRIVATE UNIVERSITIES IN SHANDONG PROVINCE
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The objectives of this research were: (1) To explore the components of young teachers’ professional identity in private universities in Shandong Province. (2) To propose guidelines to improve the enhancement of young teachers’ professional identity in private universities in Shandong Province. This research was a mixed method using a combination of quantitative and qualitative research. Population was 2439 teachers, who in 6 private universities in Shandong Province under the age of 40. The sample size was determined by Krejcie and Morgan's table (1970), with a total of 335 samples. Key informants for in-depth interview total 9 key informants were selected by the purpose sampling method. Focus group discussion, guided by 12 experts holding important positions in 6 private universities. Data were collected with a five-point rating scale, and statistical software was used to conduct descriptive statistics, confirmatory factor analysis (CFA), and structural equation modeling (SEM). The research results showed that young teachers’ professional identity in Shandong Province consists of 5 components: Perceived Organizational Support (POS), Career Development Potential (CDP), Teaching Autonomy (TAY), Pay Equity (PEY), and Sense of Achievement in Work (SAW). These factors have been found to significantly and positively influence overall professional identity. Among these factors, Perceived Organizational Support not only directly influences professional identity but also indirectly affects it through mediating variables such as Pay Equity and Sense of Achievement. Career Development Potential and Teaching Autonomy also exhibited both mediating and moderating roles within the model. Based on the five key dimensions, these strategies provide both theoretical insights and practical recommendations for university administrators aiming to strengthen young teachers’ professional commitment and enthusiasm for education.
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