Career Identity and Career Behavior of Preschool Education Students

Abstract

This study aimed to enhance the career development quality of preschool education students by comprehensively examining the relationship between their career identity and career behavior. Utilizing a descriptive-correlational design, we surveyed 300 students from three higher vocational colleges in Jiangsu Province using a self-constructed questionnaire. The findings revealed that students generally exhibited a positive career identity (Mean = 3.81), influenced by personal interests, family attitudes, school education, and internship experiences. Significant positive correlations (ranging from 0.718 to 0.773, p<0.001) were identified between career identity dimensions—Career Cognition, Career Emotion, and Career Will—and career behavior aspects such as Career Adaptation, Teaching Ability, and Career Pressure Management. The study concludes that enhancing career identity through optimized curricula, strengthened practical teaching, and improved career guidance can foster high-quality preschool education professionals. Recommendations include providing early practical opportunities and systematic career guidance for lower-grade students, enriching career planning courses and industry seminars, establishing a "Career Mentor-Mentee Pairing System," integrating targeted training for teaching flexibility and emergency handling, and incorporating stress management and mental health education. These findings hold practical implications for educators and policymakers seeking to cultivate competent, resilient preschool educators.