Welcome to Francis Academic Press

Frontiers in Educational Research, 2022, 5(2); doi: 10.25236/FER.2022.050205.

The Influence of Teachers' Social Emotions on Professional Identity Is Mediated by Self-Efficacy


Shan Peng

Corresponding Author:
Shan Peng

The College of Humanities and Social Sciences, Harbin Engineering University, Harbin, China


Teachers play a crucial role in the process of education and teaching. Teachers' psychological and physical health are the keys to the quality of education. However, with the acceleration of the informatization process, people's opportunities for face-to-face communication are gradually lacking, and virtual expressions on social media have become the main way for people to convey their emotions. As an important educational resource, teachers' social-emotional ability itself should not be used. Ignore. At the same time, with the development of education reform in our country, people gradually realize that teachers' identification with their profession is related to teachers' work attitude and cognition of their profession. Therefore, it is urgent to study the relationship between teachers' social-emotional competence and professional identity. Based on this, this paper uses the mediating variable of self-efficacy to study the influence of teachers' social-emotional ability on professional identity to provide an empirical basis for further improving teachers' overall teaching ability and professional quality.


social emotion; professional identity; self-efficacy

Cite This Paper

Shan Peng. The Influence of Teachers' Social Emotions on Professional Identity Is Mediated by Self-Efficacy. Frontiers in Educational Research (2022) Vol. 5, Issue 2: 20-25. https://doi.org/10.25236/FER.2022.050205.


[1] Koçoğlu, Z. (2011). Emotional intelligence and teacher efficacy: A study of Turkish EFL pre-service teachers. Teacher Development, 15(4), 471-484.

[2] Zins, J. E., Bloodworth, M. R., Weissberg, R. P., & Walberg, H. J. (2007). The scientific base linking social and emotional learning to school success. Journal of educational and psychological consultation, 17(2-3), 191-210.

[3] Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of educational psychology, 99(3), 611.

[4] Schonert-Reichl, K. A., Kitil, M. J., & Hanson-Peterson, J. (2017). To Reach the Students, Teach the Teachers: A National Scan of Teacher Preparation and Social & Emotional Learning. A Report Prepared for CASEL. Collaborative for academic, social, and emotional learning.

[5] Saarni, C. (1999). The development of emotional competence. Guilford press.

[6] Denham, S. A. (1998). Emotional development in young children. Guilford Press.

[7] Hoeve, Y. T., Jansen, G., & Roodbol, P. (2014). The nursing profession: Public image, self‐concept and professional identity. A discussion paper. Journal of Advanced Nursing, 70(2), 295-309.

[8] Sachs, J. (2005). Teacher education and the development of professional identity: Learning to be a teacher. Connecting policy and practice: Challenges for teaching and learning in schools and universities, 5-21.

[9] Kim, Y. H., & Kim, Y. E. (2010). Korean early childhood educators' multi-dimensional teacher self-efficacy and ECE center climate and depression severity in teachers as contributing factors. Teaching and Teacher Education, 26(5), 1117-1123.

[10] Xu, L. (2012). The Role of Teachers' Beliefs in the Language Teaching-learning Process. Theory & Practice in Language Studies, 2(7).

[11] Ross, M. R., Powell, S. R., & Elias, M. J. (2002). New roles for school psychologists: Addressing the social and emotional learning needs of students. School Psychology Review, 31(1), 43-52.

[12] Wlodkowski, R. J., & Ginsberg, M. B. (2017). Enhancing adult motivation to learn: A comprehensive guide for teaching all adults. John Wiley & Sons.