To Be or Not to Be? An Analysis of the Moderating Effects of Teaching Calling and Professional Identity on Career Decision-Making Self-Efficacy, Outcome Expectations, and Career Hope Among Pre-Service Teachers in Arts Universities
Author: Chia-Cheng Chen (Teacher Education Center, National Taiwan University of Arts), Chao-Hsiang Hung (General Education Center, National Taiwan University of Arts), Chun-Wen Teng (Center for Teacher Center, National Taiwan University of Sport), Meng-Fang Liu (Graduate School of Art and Humanities Instruction, National Taiwan University of Arts)
Vol.&No.：Vol. 70, No. 1
Date：March 2025
Pages：75-113
DOI：https://doi.org/10.6209/JORIES.202503_70(1).0003
Abstract：
Research Motivation and Objectives
The motivation behind this study stems from the unique career development challenges faced by pre-service teachers at art universities. Unlike their counterparts at other institutions, these students often juggle demanding artistic practices with teacher training programs. This study aims to explore how career self-efficacy and outcome expectations influence career hope among these pre-service teachers. Furthermore, it investigates the moderating roles of professional identity and teaching calling in these relationships, providing a comprehensive understanding of the career development processes in this specific educational context.
Literature Review
The theoretical framework of this study is based on the Social Cognitive Career Theory (SCCT) proposed by Lent et al. (1994), which emphasizes the role of cognitive mediators in social perception. SCCT has been extensively validated and applied across various domains. This theory identifies career self-efficacy and outcome expectations as core constructs influencing career development. Previous studies have shown that these constructs are pivotal in shaping career interests, choices, performance, and overall well-being. Additionally, professional identity, as a resource allocation strategy, and teaching calling, as a motivational factor, are crucial in understanding the career trajectories of pre-service teachers.
Professional identity refers to the alignment of an individual’s self-concept with their professional roles and responsibilities. For pre-service teachers at art universities, professional identity encompasses both their artistic and teaching aspirations. Previous studies have shown that a strong professional identity is crucial for sustained career commitment and reducing burnout.
Teaching calling, a concept rooted in career calling, emphasizes the intrinsic passion and sense of purpose associated with the teaching profession. Research indicates that individuals with a strong teaching calling are more likely to find meaning and satisfaction in their work, which enhances their career commitment and overall well-being. In the context of pre-service teachers, teaching calling is influenced by both intrinsic motivations (e.g., a passion for teaching) and extrinsic factors (e.g., job stability and societal respect).
Research Methods
Participants: The study targeted students enrolled in a teacher training program at a national art university in 2023. A total of 482 responses were collected through online surveys, with 475 valid samples (98.54% validity rate). The sample comprised 79.2% female and 20.8% male students.
Instruments
Career Self-Efficacy Scale
This scale, adapted from Betz (1994) and Hackett and Betz (1981), assesses individuals’ confidence in their ability to successfully engage in career decision-making activities. It includes eight items, divided into two subscales: goal selection (e.g., “I am confident about choosing a career that I will like”) and problem-solving (e.g., “I know what resources are available to help me overcome career-related obstacles”). Responses are measured on a 4-point Likert scale, with higher scores indicating greater self-efficacy. The Cronbach’s alpha coefficients for these subscales were .86 and .82, respectively.
Outcome Expectations Scale
This scale was developed specifically for this study based on Chen and Hung’s (2020) work. It includes five items measuring students’ expectations regarding the benefits of completing their teacher training (e.g., “Completing my teacher training will significantly help me in my future teaching career”). Items are rated on a 4-point Likert scale, with higher scores indicating more positive outcome expectations. The scale demonstrated good internal consistency with a Cronbach’s alpha of .83.
Career Hope Scale
Adapted from Snyder (2002) and Huang et al. (2014), this scale measures students’ hope regarding their future teaching careers. It consists of 14 items across two dimensions: pathways thinking (e.g., “I can think of many ways to reach my career goals”) and agency thinking (e.g., “I energetically pursue my career goals”). Responses are given on a 4-point Likert scale, with higher scores indicating higher career hope. The overall reliability (Cronbach’s alpha) of the scale was .91.
Professional Identity Scale
Developed based on Lally and Kerr (2005), this single-item measure assesses students’ professional identity by asking, “Do you see yourself more as an artist or a teacher? ” Responses range from 1 (I only see myself as an artist) to 4 (I only see myself as a teacher). For analysis, responses were dichotomized into two groups: those identifying more with their artistic profession (responses 1 and 2) and those identifying more with the teaching profession (responses 3 and 4).
Teaching Calling Scale
This scale was created based on the work of Dik et al. (2012) and Wang and Wu (2017), tailored to the context of pre-service teachers. It includes 10 items divided into two subscales: intrinsic passion (e.g., “Becoming a teacher is my true calling”) and external incentives (e.g., “Job stability is a significant reason for me to pursue teaching”). Items are rated on a 4-point Likert scale, with higher scores indicating a stronger teaching calling. The Cronbach’s alpha coefficients were .90 for intrinsic passion and .79 for external incentives.
Data Analysis
Confirmatory factor analysis (CFA) and path analysis were conducted using SPSS 21.0 and AMOS 21. The moderation effects of professional identity and teaching calling were tested using the PROCESS macro for SPSS, with bootstrap methods applied to validate the significance of indirect effects.
Research Results
Descriptive Statistics and Correlations
All continuous variables, including career self-efficacy, outcome expectations, and career hope, showed acceptable levels of normality. The correlations between these variables were significant, confirming the expected relationships proposed by SCCT.
Path Model and Mediation Effects
The path analysis revealed that career self-efficacy had a significant direct effect on career hope. Outcome expectations partially mediated this relationship, indicating that students’ beliefs about their future outcomes influence their overall career hope.
Moderation Effects: The study tested two moderation models:
- Model A: Teaching calling moderates the effect of career self-efficacy on outcome expectations.
- Model B: Professional identity moderates the relationship between outcome expectations and career hope. The data supported Model B, suggesting that professional identity plays a critical role in the early stages of career development, while teaching calling is more influential in later stages.
Discussion
The findings highlight the importance of enhancing career self-efficacy among pre-service teachers to foster career hope. Teaching calling, particularly intrinsic passion, significantly boosts career hope for students with high outcome expectations. However, a combination of high intrinsic passion and high external incentives can paradoxically lower career hope, likely due to conflicting motivations.
Professional identity, as a resource allocation strategy, emerges as a key factor in career development. Students who prioritize their professional identity as teachers over their artistic identity are more likely to sustain their career aspirations and avoid burnout.
Recommendations
For teacher training institutions:
1. Enhance Career Self-Efficacy: Provide comprehensive career development resources and training to help students navigate the challenges of becoming teachers. This includes information on the teaching profession and preparation for certification exams.
2. Support Professional Identity Development: Organize activities that help students clarify their professional identity and align it with their career goals. This can reduce burnout and increase career hope.
3. Balance Intrinsic and Extrinsic Motivations: Encourage students to find a balance between their intrinsic passion for teaching and the external incentives, ensuring that they do not fall into a state of motivational conflict.
In conclusion, this study provides valuable insights into the career development of pre-service teachers at art universities. By understanding the roles of career self-efficacy, outcome expectations, professional identity, and teaching calling, educators and policymakers can better support these students in achieving their career aspirations.
Keywords：career decision-making self-efficacy, career hope, outcome expectations, professional identity, teaching calling