Professional Identity Among Music Teachers in Chinese Higher Education Institutions on Their Work Engagement

Abstract

This study focuses on the group of music faculty in higher education institutions. Based on social identity theory, self-efficacy theory, and occupational burnout theory, a questionnaire survey was conducted on 426 music faculty members from 15 universities across 8 provinces and municipalities in China. Findings indicate that professional identity significantly and positively predicts work engagement (β = .312, p < .001). Professional identity influences work engagement through dual mediating pathways: enhancing teaching efficacy (β = .186, p < .001) and reducing professional burnout (β = -.203, p < .001), demonstrating a chained mediation effect. This study suggests that strengthening music teachers' professional identity within the highly individualized context of arts education holds reference value for enhancing arts teacher development and educational quality globally. Higher education institutions should prioritize cultivating teachers' professional identity, refine evaluation and incentive mechanisms tailored to music disciplines, and provide effective resources to alleviate professional burnout.