Relationship between Preschool Teachers’ Professional Identity and Teaching Efficacy

Su-ching Lin, Su-mei Tseng


This study investigates the relationship between preschool teachers' professional identity and teaching efficacy and selected 452 preschool teachers from central Taiwan as samples. A questionnaire was applied to collect data. This study used descriptive statistics, Pearson's product-moment correlation, and multiple regression analysis to analyze data. The findings of this study are as follows: first, teachers' professional identity is high, and teaching efficacy is good. Second, teachers with different teaching seniority show no significant differences in perceived professional identity, while there is a significant difference in perceived teaching efficacy. Third, teachers perceived professional identity and teaching efficacy as belonging to a medium positive correlation. Fourth, teachers' professional identity can predict their teaching efficacy. The study proposes some suggestions for educational authorities, schools, teachers, and future researchers based on the findings.  

Full Text:




  • There are currently no refbacks.

Copyright (c) 2022 Su-ching Lin, Su-mei Tseng

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Journal of Social Science Studies ISSN 2329-9150

Copyright © Macrothink Institute

To make sure that you can receive messages from us, please add the '' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders. If you have any questions, please contact: