The Impact of Novice Teachers' Professional Identity on Seventh-Grade Students' Psychological Resilience: A Multi-Level Study Examining the Mediator of Teacher-Student Relationships and the Moderator of Life Satisfaction

doi:10.21203/rs.3.rs-5022068/v1

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Research Article

The Impact of Novice Teachers' Professional Identity on Seventh-Grade Students' Psychological Resilience: A Multi-Level Study Examining the Mediator of Teacher-Student Relationships and the Moderator of Life Satisfaction

https://doi.org/10.21203/rs.3.rs-5022068/v1

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Background

Teachers' professional identity plays a critical role in shaping educational environments, particularly through its influence on teacher-student relationships and students' psychological resilience. Although the connection between professional identity and these factors is established, the indirect effect of professional identity on student resilience—mediated by teacher-student relationships and moderated by teachers' life satisfaction—has not been fully explored. This study investigates the impact of novice teachers' professional identity on seventh-grade students' psychological resilience, focusing on the mediating role of teacher-student relationships and the moderating effect of teachers' life satisfaction.

Methods

Data were collected from 69 novice teachers and 2,147 students across 10 middle schools in China. The study employed Hierarchical Linear Modeling (HLM) to analyze the direct and indirect effects of teachers' professional identity on students' psychological resilience, accounting for the nested data structure.

Results

The analysis revealed that a strong professional identity among novice teachers significantly enhances students' psychological resilience, primarily through the improvement of teacher-student relationships. However, the expected moderating effect of teachers' life satisfaction was not supported, possibly due to the uniformly high levels of life satisfaction among the participants.

Conclusion

These results underscore the importance of fostering a strong professional identity in novice teachers to cultivate positive teacher-student relationships, which are crucial for enhancing students' psychological resilience. The study offers valuable insights for educational policies and interventions aimed at supporting teacher development and improving student outcomes during the critical transition to middle school.

Novice teachers

Professional Identity

Life satisfaction

Perceived teacher-student relationships

Psychological resilience

Adolescents

Multilevel modeling

Teacher professional identity is a complex concept encompassing educators' psychological acceptance of their profession, positive evaluations of teaching aspects, long-term commitment to their career, and an understanding of both self-perception and others' perceptions of their role [6, 43]. A strong teacher professional identity helps establish a clear professional perspective, regulates psychological well-being, and mitigates negative emotions [5]. Furthermore, it shapes teachers' career development trajectories and motivates them to engage more actively in their work [48], positively contributing to a nurturing classroom environment. This warm and accepting classroom atmosphere promotes adolescents' physical and mental well-being [31, 40, 44], linking teachers' professional identity intrinsically to students' mental health.

In recent years, students' psychological resilience has emerged as a crucial aspect of mental health [3]. Psychological resilience, defined as an individual's ability to adapt and cope with environmental pressures and uncertain conditions [2, 27, 41], is considered a key indicator of mental well-being [18]. This resilience significantly impacts students' school life, enabling them to maintain healthy interactions with themselves and their environment [41] and effectively address challenges [16, 19].

Several factors influence students' psychological resilience, including the classroom environment and atmosphere shaped by teachers [16]. This perspective is supported by a growing body of research in the field. For instance, Morrison and Allen [35] and Johnson [27] emphasize that positive social interactions and a supportive classroom environment significantly contribute to enhancing students' psychological resilience. These studies and their associated arguments underscore the crucial role that teachers play in fostering resilience among their students.

The development of a supportive learning environment largely depends on teachers' active efforts [40], which is closely connected to their professional identity. Researchers posit that teachers who feel fulfilled and strongly identify with their educational role are more likely to communicate positive values and beliefs to their students, thereby establishing an environment that nurtures psychological resilience [35]. Despite this potential mechanism linking these variables, empirical research specifically examining the relationship between teachers' professional identity and students' psychological resilience remains limited. While some studies have demonstrated that teachers' professional identity influences teacher-student relationships [6, 43] and that teacher-student relationships positively impact students' psychological resilience [7, 16, 27], a thorough review of the literature reveals that no research has investigated the potential indirect effect of teachers' professional identity on students' psychological resilience through the mediating role of teacher-student relationships.

Moreover, life satisfaction, defined as an individual's overall evaluation of their quality of life based on personal criteria [13], may play a crucial role in moderating the relationship between teachers' professional identity and students' psychological resilience. The association between teachers' professional identity and its impact on students' psychological resilience may vary depending on teachers' life satisfaction levels. Teachers with higher life satisfaction may more effectively leverage their professional identity to achieve positive outcomes for their students, as they may be more motivated to engage in their work [28] and more capable of building positive relationships with their students. For example, a satisfied teacher might be more patient and attentive, creating a supportive classroom environment that nurtures students' resilience. These enhanced teacher-student relationships, in turn, can strengthen the impact of teachers' professional identity on students' psychological resilience. Conversely, teachers with lower life satisfaction may be less effective in leveraging their professional identity to foster students' resilience, as they may struggle to create a supportive classroom environment and maintain positive relationships with their students. A teacher experiencing low life satisfaction might, for instance, have difficulty managing classroom stress, potentially undermining students' sense of security and their developing resilience. Ultimately, considering teachers' life satisfaction is crucial in understanding the complex dynamics between teachers' professional identity and students' psychological resilience, highlighting the importance of supporting teachers' overall well-being in educational settings.

This study aims to address a gap in the literature by examining the relationship between teachers' professional identity and students' psychological resilience, with teacher-student relationships as a mediator and teachers' life satisfaction as a moderator. By considering the complex interplay of these variables, we hope to contribute to a better understanding of how teachers' professional identity can influence their students' mental well-being and provide insights for educational interventions and policies aimed at supporting both teachers and students.

Our research focuses specifically on novice teachers and seventh-grade students, two groups facing unique challenges in the educational environment. Novice teachers, defined as those in their first year of work, often encounter the most significant obstacles in their career during this period [9, 20, 47], with the adaptation and reconstruction of their professional identity requiring substantial time and effort [24, 38]. Simultaneously, seventh-grade students, typically aged 12–15, are in a critical developmental period and face their own set of challenges. After transitioning from primary to middle school, these students must adapt to a new environment, which can lead to various psychological adjustments and maladjustments due to differences in learning styles and teaching approaches [22, 31]. Research has shown that seventh-grade students experience significant psychological changes during this transition period [30, 36], though the nature and extent of these changes may vary. The intersection of these two groups—novice teachers striving to establish their professional identity and seventh-grade students navigating a crucial transition—presents a unique and important area for investigation in the educational context.

To the best of our knowledge, no research has simultaneously considered the four variables of novice teachers' professional identity, seventh-grade students' psychological resilience, teacher-student relationships, and novice teachers' life satisfaction. By focusing on this specific population and examining the complex relationships between these variables, this study aims to shed light on the mechanisms through which novice teachers' professional identity can influence seventh-grade students' psychological resilience, providing valuable insights for targeted interventions and support strategies.

Multilevel model and research hypotheses

Given the hierarchical nature of the data, with variables measured at both the student and teacher levels, we employ a multilevel modeling approach, specifically Hierarchical Linear Modeling (HLM), to analyze the data. This approach allows us to simultaneously examine the effects of teacher-level variables (such as professional identity and life satisfaction) on student-level variables (including perceived teacher-student relationships and psychological resilience), while accounting for the nested structure of the data. The multilevel model incorporates five research hypotheses (Fig. 1), which are delineated as follows:

The influence of teacher professional identity on students' psychological resilience

Research suggests that teachers with a strong professional identity are more likely to create positive classroom environments, which can enhance students' psychological resilience. We propose that teachers' professional identity may directly influence students' psychological resilience. Teachers with a robust sense of professional identity tend to convey positive values and beliefs in the classroom, fostering a supportive educational environment that bolsters student resilience.

Singh and Richards [42] found that teachers develop their professional identity through collaborative learning and reflection with peers, as evidenced by classroom observations, curriculum analysis, and teachers' personal experiences. This professional identity shapes teachers' behavior and instructional approaches, leading to more effective classroom environments. Their study highlights that teacher professional identity is crucial not only for teachers' personal growth but also for shaping classroom dynamics and student experiences. Drawing from these findings, we formulate Hypothesis 1:

H1: Novice teachers' professional identity is positively correlated with seventh-grade students' psychological resilience.

The influence of teacher professional identity on teacher-student relationships

Teacher professional identity serves as the bedrock for fostering healthy teacher-student relationships. When teachers possess a well-defined professional identity, they are more inclined to cultivate an inspiring and conducive educational environment within their classrooms, thereby establishing positive teacher-student relationships. A robust teacher professional identity is strongly correlated with the development of healthy and positive teacher-student relationships [45].

Numerous studies have explored the impact of teachers' professional identity on teacher-student relationships, albeit without employing a HLM approach [5, 45]. Beijaard and colleagues [5] conducted a systematic literature review on teacher professional identity research and discovered that professional identity plays a pivotal role in determining the quality of teachers' relationships and interactions with students. Based on the evidence presented in the literature, we propose hypothesis H2:

H2: Novice teachers' professional identity is positively correlated with teacher-student relationships.

The association between teacher-student relationships and psychological resilience

Teacher-student relationships are intricately linked to students' psychological resilience. According to attachment theory [32], close, warm, and supportive teacher-student relationships provide students with emotional security and trust. Teachers serve as a "secure base," enabling students to explore and learn more effectively in school, develop confidence, competence, and well-being [11, 33].

Prior research has demonstrated that teacher-student relationships have a positive impact on students' psychological resilience [12], as they help mitigate psychological stress and are correlated with lower levels of depression [22]. Johnson's qualitative research, involving semi-structured interviews with 130 children aged 9 to 12 and their 25 teachers, emphasized how small, daily interactions between teachers and students contribute to fostering resilience [27]. Building on this, research by El-Awaisi et al. [17] shows that supportive relationships play a crucial role in helping students manage stress and develop resilience, particularly during challenging times. Therefore, we propose hypothesis H3:

H3: Perceived teacher-student relationships positively influence students' psychological resilience.

The mediating role of teacher-student relationships

Based on the aforementioned discussion, given that teacher professional identity positively influences teacher-student relationships, and teacher-student relationships positively influence students' psychological resilience, it can be posited that teacher-student relationships may serve as a mediator in the impact of teachers' professional identity on students' psychological resilience. Thus, we propose research hypothesis H4:

H4: Teacher-student relationships have a mediating effect between novice teachers' professional identity and first-year students' psychological resilience.

The moderating role of life satisfaction

According to work-family balance theory, an individual's life satisfaction reflects their state of equilibrium between work and family life [8, 10]. If teachers experience lower levels of life satisfaction, they may encounter higher levels of work-family conflict, leading to occupational fatigue and job burnout. In such situations, teachers may struggle to invest sufficient energy in maintaining their work performance, consequently affecting teaching quality and students' learning experiences. Even if teachers possess a strong sense of professional identity, personal issues may hinder their ability to fulfill their expected roles in interactions with students, potentially weakening the positive influence of professional identity on students’ psychological resilience. Therefore, this study proposes research hypothesis H5:

H5: Novice teachers' life satisfaction moderates the impact of their professional identity on first-year students' psychological resilience.

Sampling and data collection

This study employed convenience sampling to select 10 middle schools from two provinces in China: one in a central province and one in a southwestern province. We conducted data collection via an online survey. The researchers initially contacted the principals of the selected schools, who then assisted in recruiting novice teachers of seventh-grade students (first-year middle school students) to participate in the study. Novice teachers who agreed to participate were tasked with explaining the purpose of the online survey to their students' guardians using their preferred communication methods. These teachers completed the online survey using their cellphones. For students whose guardians consented to their participation, the novice teachers arranged for them to complete the survey during lunch breaks in the school's computer laboratory.

To facilitate HLM analysis, we assigned unique identification numbers to connect novice teachers with their associated class students. Both teachers and student participants were required to input these identification numbers when completing the online survey. The present study received approval from the Institutional Review Board (IRB) of the Jiangxi Psychological Consultant Association (IRB ref: JXSXL-2020-J013 for teachers and JXSXL-2022-CL15 for students).

The final sample comprised 89 novice teachers and their associated 2,497 first-year middle school students who completed the online surveys. To ensure data quality, we excluded responses with unreasonable completion times (i.e., less than 500 seconds) from the analysis. Consequently, we retained 2,147 valid student questionnaires, yielding a response efficiency rate of 85.9%. Similarly, we collected 69 valid teacher questionnaires, resulting in a response efficiency rate of 88.7%. Notably, there were no missing data, as the online survey platform required all items to be completed before submission. We obtained informed consent from all participating novice teachers and the guardians of the student participants prior to data collection.

Measures

To investigate the relationships among professional identity, student-teacher relationships, psychological resilience, and life satisfaction, we employed a set of well-established measures, all validated for use in Chinese contexts. We detail the psychometric properties of these instruments within the current study in the Results section.

Professional identity scale

We assessed teachers' professional identity using the Professional Identity Scale for Primary and Secondary School Teachers [46]. This 18-item scale encompasses four dimensions: "Role Values" (6 items), "Professional Behavior Tendency" (5 items), "Professional Values" (4 items), and "Professional Belonging" (3 items). Participants recorded their responses on a 5-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree), with higher aggregate scores indicating a stronger professional identity. Wei et al. [46] reported robust internal consistency with a Cronbach's alpha of 0.893.

Student-teacher relationship scale

We measured students' perceptions of their relationships with teachers using the Chinese version of the Student-Teacher Relationship Scale [50], adapted from Pianta's [37] original instrument. This 23-item measure assesses both positive (Closeness, Support, and Satisfaction) and negative (Conflict) aspects of student-teacher interactions. Items were rated on a 5-point scale from 1 (strongly disagree) to 5 (strongly agree). We reverse-scored negative items and summed all items to provide an overall indicator of student-teacher relationship quality. The Chinese version of the scale has demonstrated sound psychometric properties, with internal consistency coefficients ranging from 0.71 to 0.87 across its four dimensions [50], affirming its reliability and validity within the Chinese cultural context.

Psychological resilience scale

We evaluated students' psychological resilience using Hu and Gan's [26] Psychological Resilience Scale. This 27-item instrument comprises five factors: Goal Focus (5 items), Emotional Control (6 items), Positive Cognition (4 items), Family Support (6 items), and Interpersonal Assistance (6 items). Participants rated each item on a 5-point scale from 1 (strongly disagree) to 5 (strongly agree). We reverse-scored twelve items, while the remainder were positively scored. The sum of these items served as an indicator of students' psychological resilience. Hu and Gan [26] reported strong internal consistency with a Cronbach's alpha of 0.83.

Satisfaction with life scale

We measured teachers' life satisfaction using the Chinese version of the Satisfaction With Life Scale [15]. This unidimensional, 5-item scale asks participants to rate their agreement with each statement on a 7-point Likert scale from 1 (strongly disagree) to 7 (strongly agree). Higher scores indicate greater life satisfaction. Zhou et al. [49] found the scale to have good internal consistency, with a Cronbach's alpha of 0.80.

Data analysis

Prior to conducting the primary analyses, we computed descriptive statistics and Pearson correlations to summarize the variables of interest and examine the associations among all study variables, respectively. To ensure the robustness of subsequent analyses, we evaluated the measurement model of the variables. We conducted confirmatory factor analysis (CFA) on four latent factors: professional identity, student-teacher relationship, psychological resilience, and life satisfaction. Given that we intended to utilize the observed mean scores of these factors in subsequent analyses, it was imperative to confirm the satisfactory measurement quality of these variables.

We assessed the measurement model fit using multiple indices, including the comparative fit index (CFI), non-normed fit index (NNFI), root mean square error of approximation (RMSEA), and standardized root mean square residual (SRMR). In accordance with Hu and Bentler's [25] recommendations, we deemed model fit acceptable when the following criteria were met: RMSEA ≤ 0.08, SRMR ≤ 0.08, CFI ≥ 0.95, and NNFI ≥ 0.95.

To test the five hypotheses, we conducted a multi-level model using jamovi 2.5.6 with the GAMLj 3 module. Before hypothesis testing, we employed a fully unconditional model (null model) without explanatory variables to calculate the intra-class correlation (ICC). If the ICC surpassed 0.059, we deemed HLM analysis necessary. Subsequently, for hypothesis testing, we present the HLM equations for the path coefficients below. Each equation incorporated control variables for demographics. These included sex for students and teachers, as well as teachers' classroom teacher status (whether they were classroom teachers or not), marital status, and age.

For H1: Student -level: Resilience ij = β0j་β1j(sex ij)་ γij

Teacher-level: β0j = γ00 + γ01 (sex j) + γ02 (classroom teacher j) + γ03 (marital status j)་γ04 (age j) + γ05 (professional identity j) + U0j, β1 ༝ γ10 + U1j

For H2: Student -level: Teacher-student relationships ij = β0j་β1j(sex ij)་ γij

Teacher-level: β0j = γ00 + γ01 (sex j) + γ02 (classroom teacher j) + γ03 (marital status j)་γ04 (age j) + γ05 (professional identity j) + U0j, β1 ༝ γ10 + U1j

For H3: Student -level: Resilience ij = β0j་β1j(sex ij)་β2j(teacher-student relationships ij)+ γij

Teacher-level: β0j = γ00 + γ01 (sex j) + γ02 (classroom teacher j) + γ03 (marital status j)་γ04 (age j) + U0j, β1 ༝ γ10 + U1j, β2 ༝ γ20 + U2j

For H4: Student -level: Resilience ij = β0j་β1j(sex ij)་β2j(teacher-student relationships ij)+ γij

Teacher-level: β0j = γ00 + γ01 (sex j) + γ02 (classroom teacher j) + γ03 (marital status j)་γ04 (age j) + γ05 (professional identity j) + U0j, β1 ༝ γ10 + U1j, β2 ༝ γ20 + U2j

For H5: Student -level: Resilience ij = β0j་β1j(sex ij)་β2j(teacher-student relationships ij)+ γij

Teacher-level: β0j = γ00 + γ01 (sex j) + γ02 (classroom teacher j) + γ03 (marital status j)་γ04 (age j) + γ05 (professional identity j) + γ06 (life satisfaction j)+ γ07 (professional identity × life satisfaction j) + U0j, β1 ༝ γ10 + U1j, β2 ༝ γ20 + U2j

To test the mediation model, we examined the paths presented in hypotheses H1, H2, and H3. These paths assessed the associations between teachers' professional identity and students' resilience (H1), teachers' professional identity and students' perceived teacher-student relationships (H2), and students' perceived teacher-student relationships and resilience (H3). Establishing these associations is a prerequisite for the mediation model [4].

Subsequently, to evaluate the mediation effect (H4), we included both the independent variable (teachers' professional identity) and the mediator (students' perceived teacher-student relationships) in the model predicting students' resilience. This analysis allowed us to determine whether the coefficient between the mediator and the dependent variable (resilience) remained significant and if the coefficient between the independent variable (teachers' professional identity) and the dependent variable (resilience) changed in the presence of the mediator. A significant coefficient for the mediator and a change in the coefficient for the independent variable would provide evidence supporting the mediation hypothesis [23].

Finally, to test the moderating effect of life satisfaction on the relationship between teachers' professional identity and students' resilience (H5), we included the variable of life satisfaction and the interaction term (teachers' professional identity × life satisfaction) in the equation. A significant interaction term would indicate the presence of a moderating effect, suggesting that the relationship between teachers' professional identity and students' resilience varies depending on the level of life satisfaction.

Descriptive statistics and correlations among variables

The descriptive statistics and correlations among the study variables are presented in Table 1. Student participants reported relatively high levels of psychological resilience (M = 3.95, SD = 0.57) and perceived teacher-student relationships (M = 4.14, SD = 0.66), as measured on a 5-point Likert scale. Novice teacher participants reported high levels of professional identity (M = 4.34, SD = 0.55), also measured on a 5-point Likert scale, and moderate levels of life satisfaction (M = 4.57, SD = 1.26), assessed using a 7-point Likert scale.

Several significant correlations emerged from the analysis. Psychological resilience showed a strong, positive correlation with teacher-student relationships (r = 0.67, p < 0.001), indicating that higher levels of psychological resilience among students were associated with better perceived teacher-student relationships. Psychological resilience also demonstrated weak but significant positive correlations with teachers' professional identity (r = 0.06, p = 0.004) and life satisfaction (r = 0.09, p = 0.004), suggesting that teachers with slightly higher levels of professional identity and life satisfaction tended to have students with higher resilience. Additionally, perceived teacher-student relationships exhibited weak but significant positive correlations with teachers' professional identity (r = 0.057, p < 0.001) and teachers' life satisfaction (r = 0.08, p = 0.008), implying that students who perceived better relationships with their teachers tended to have teachers with slightly higher levels of professional identity and life satisfaction. Finally, teachers' professional identity showed a strong, positive correlation with their life satisfaction (r = 0.56, p < 0.001), indicating that teachers with a stronger sense of professional identity tended to report higher levels of life satisfaction. It is important to note that these zero-order correlations do not account for the cluster effect, which will be more precisely estimated using HLM.

Table 1

Means (SD) and Pearson Correlations Among the Variables
	Mean (SD)	1	2	3	4
1. Psychological resilience (5-point Likert scale)	3.95 (0.57)	1
2. Teacher-student relationships (5-point Likert scale)	4.14 (0.66)	0.66***	1
3. Professional identity (5-point Likert scale)	4.34 (0.55)	0.06**	0.07***	1
4. Life satisfaction (7-point Likert scale)	4.57 (1.26)	0.09**	0.08*	0.56***	1
Note: p < 0.05, p < 0.01, **p < 0.001

Measurement quality of the factors

To establish the reliability and validity of the constructs employed in this study, we rigorously evaluated the measurement quality of the factors. We performed CFA to assess the factor structure among both novice teachers and students. For the teacher sample, we examined a measurement model incorporating a secondary factor structure of professional identity with a uni-factor structure of life satisfaction. The CFA results yielded an acceptable model fit (χ² = 305.25, df = 204; CFI = 0.913; TLI = 0.901; RMSEA = 0.086; SRMR = 0.090). For the student sample, we assessed two secondary factor structures of psychological resilience and teacher-student relationships. The CFA results demonstrated an acceptable model fit (χ² = 15937.86, df = 1165; CFI = 0.942; TLI = 0.939; RMSEA = 0.073; SRMR = 0.072).

The AVE, derived from the standardized factor loadings, revealed that for novice teachers, all five factors (comprising four subscales and one uni-dimensional factor) surpassed the threshold of 0.50. For students, the nine subscale factors ranged from 0.33 to 0.60. Despite a few AVE values falling below 0.50 for students, the composite reliability consistently exceeded 0.70, signifying acceptable convergent validity, as AVE is regarded as a more stringent index.

We evaluated the reliability of each factor using McDonald's omega. The omega coefficients for the factors associated with teachers' professional identity ranged from 0.88 to 0.95, and the coefficient for life satisfaction was 0.86. In the student section, the omega coefficients spanned from 0.72 to 0.86 for resilience and from 0.75 to 0.88 for perceived teacher-student relationships. All coefficients surpassed the 0.70 threshold, exhibiting high internal consistency among the items within each factor. These findings substantiate that the items within each factor are measuring the same underlying construct and that the factors serve as reliable measures of the intended variables.

Hierarchical linear modeling (HLM) results

Prior to presenting the associations obtained from the path coefficients between the variables, we calculated the ICCs for the dependent variable (psychological resilience) and the mediator variable (perceived teacher-student relationships). The ICCs for psychological resilience and perceived teacher-student relationships were 0.090 and 0.142, respectively (see Table 2). Both values exceeded the 0.059 threshold, indicating that the cluster effect cannot be neglected and that HLM is required for accurate analysis.

The results of the HLM analysis are presented in Table 2. Hypotheses 1, 2, and 3 were supported, as evidenced by the positively significant coefficients. The coefficient for the relationship between teachers' professional identity and students' psychological resilience was 0.087 (SE = 0.043, p = 0.044), indicating that a higher level of teachers' professional identity is associated with greater student resilience, thus supporting hypothesis 1. Similarly, the coefficient for the relationship between teachers' professional identity and students' perceived teacher-student relationships was 0.123 (SE = 0.059, p = 0 .038), suggesting that teachers with a stronger professional identity tend to foster higher-quality relationships with their students, as proposed in hypothesis 2. Moreover, the coefficient for the association between students' perceived teacher-student relationships and their psychological resilience was 0.539 (SE = 0.020, p < 0.001), providing strong support for hypothesis 3, which posited that better teacher-student relationships would be related to higher levels of student psychological resilience.

To further test the mediating effect proposed in hypothesis 4, the independent variable (teachers' professional identity) and the mediator (perceived teacher-student relationships) were included in the same equation. The original coefficient for teachers' professional identity decreased from a significant value of 0.087 to a non-significant value of 0.026, while the coefficient for the mediator remained significant (0.537, SE = 0.021 p < 0.001). These results support the presence of a mediating effect, confirming hypothesis 4. Lastly, the interaction term between teachers' professional identity and life satisfaction was not significant, indicating that hypothesis 5 was not supported by the data.

In summary, the HLM analysis revealed that teachers' professional identity positively influences students' psychological resilience, both directly and indirectly, through the mediating role of perceived teacher-student relationships. However, the hypothesized moderating effect of life satisfaction on the relationship between teachers' professional identity and students' psychological resilience was not supported by the findings.

Table 2

Unstandardized Coefficients (SE) obtained from hierarchical linear modelling using robust SE
Parameter	Model for ICC -Resilience	Model for ICC- TS relationship	Model for H₁ (PI◊ resilience)	Model for H₂ (PI◊ TS relationship)	Model for H3 (TS relationship ◊ resilience)	Model for H4 (PI◊ TS relationship◊ resilience)	Model for H5 (Moderating effect of life satisfaction)
Fixed effects
Intercept γ₀₀	3.969 (0.024) ^**	4.181 (0.033) ^**	4.060 (0.051) ^**	4.271 (0.069) ^***	3.893 (0.029) ^***	3.982 (0.029) ^***	4.247 (0.068)***
γ₀₁ Sex _{(Ref: Male)}			-0.064 (0.067)	0.013 (0.092)	-0.059 (0.036)	-0.055 (0.036)	0.082 (0.078)
γ_{02 Classroom teacher (Ref: Yes)}			-0.040 (0.053)	-0.108 (0.073)	0.020 (0.029)	0.018 (0.029)	-0.119 (0.060)*
γ_{03 Marital status (Ref: Married)}			-0.282 (0.104)**	-0.257 (0.140)	-0.141 (0.061)*	-0.141 (0.061)*	-0.180 (0.121)
γ_{04 Age}			-0.018 (0.012)	-0.016 (0.016)	-0.009 (0.007)	-0.009 (0.007)	-0.016 (0.013)
γ_{05 PI}			0.087 (0.043)*	0.123 (0.059)*		0.026 (0.023)	0.108 (0.059)
γ_{06 Life satisfaction}							0.036 (0.032)
γ_{07 PI × Life satisfaction}							-0.030 (0.070)
γ_{10 Sex (Male)}			-0.024 (0.038)	-0.007 (0.044)	-0.021 (0.029)	-0.020 (0.029)	-0.014 (0.044)
γ_{20 TS}					0.539 (0.020) ^***	0.537 (0.021)***
Random effects
σ² (within-group variation)	0.298	0.363	0.277	0.351	0.180	0.180	0.351
τ₀₀(between-group variation)	0.029	0.060	0.024	0.056	0.002	0.001	0.070
ICC	0.090	0.142
Note: * p < 0.05,p < 0.01,*p < 0.001

This study examined the relationship between novice teachers' professional identity and first-year middle school students' psychological resilience through a survey of both groups. The results reveal several key findings: (1) novice teachers' professional identity significantly and positively influences first-year middle school students' psychological resilience; (2) novice teachers' professional identity positively affects student-teacher relationships; (3) student-teacher relationships positively influence students' psychological resilience; and (4) student-teacher relationships mediate the effect of novice teachers' professional identity on students' psychological resilience. However, the hypothesized moderating effect of teachers' life satisfaction on the relationship between professional identity and students' psychological resilience was not supported.

Methodological contributions

This study employed HLM analysis, revealing significant positive impacts of novice teachers' professional identity on first-year middle school students’ psychological resilience and perceived teacher-student relationships. These findings corroborate previous research on teacher-student relationships [6, 43] and extend the literature by demonstrating similar effects on psychological resilience [18, 29, 41]and specifically on novice teachers compared to previous studies on teachers in general.

The use of HLM is critical in examining these associations, addressing a significant gap in existing literature. To our knowledge, no previous multi-level analysis studies have examined these specific relationships in the context of novice teachers and first-year middle school students. The HLM results indicated that the ICCs for psychological resilience and perceived student-teacher relationships exceeded the 0.059 threshold. This suggests that a substantial portion of the variance in these variables is attributable to environmental factors, aligning with ecological systems theory [14], which emphasizes the importance of contextual influences on individual development. The non-negligible nested effects uncovered in this study underscore the necessity of employing HLM in future research examining the association between teacher-level variables and students' psychological outcomes or perceptions of student-teacher relationships. By effectively applying HLM, this study contributes methodologically by demonstrating the importance of considering nested data structures when examining the interactions between teacher-level variables and student outcomes. This approach provides a robust framework for future studies in educational research.

The role of teachers' professional identity

Having established the significant positive relationship between novice teachers' professional identity and both students' psychological resilience and teacher-student relationships, it is crucial to explore the mechanisms underlying these associations. The positive influence of teachers' professional identity can be explained by several interconnected factors.

First, a strong professional identity likely shapes teachers' behavior and attitudes in the classroom. Beijaard and Verloop [6] argue that professional identity significantly influences teachers' occupational perceptions and attitudes towards students. In the context of our findings, novice teachers with a well-developed professional identity may approach their role with greater confidence and clarity of purpose, which could translate into more effective teaching practices and interactions with students. Moreover, Aliakbari and Sadeghi [1] suggest that educators with a strong sense of professional identity are more attuned to individual differences among students and demonstrate greater concern for their growth and development. This heightened awareness and care may explain why teachers with stronger professional identities in our study were associated with higher levels of student resilience. By recognizing and addressing individual student needs, these teachers may be better equipped to foster resilience-building strategies tailored to each student's unique circumstances.

Furthermore, our finding of improved teacher-student relationships corresponds with Hanna and Oostdam’s [21] assertion that teacher identity is linked to the quality of teaching, student-teacher relationship quality. This increased attentiveness likely contributes to the formation of stronger, more positive relationships between teachers and students, as observed in our study.

As a result, teachers with high professional identity display more professional and responsible attitudes, which helps to earn students' trust and respect. This conducive atmosphere facilitates smoother communication between teachers and students, with students more receptive to teachers' guidance. Simultaneously, teachers with strong professional identity tend to better understand and respect students, avoiding excessive strictness or harshness. This approach reduces conflicts and promotes harmonious teacher-student relationships. Consequently, these positive interactions contribute to enhancing students' psychological resilience.

These findings align with the extended attachment theory [34] which posits that positive teacher-student relationships contribute to creating a safe learning environment [39]. In such an environment, students feel comfortable expressing their thoughts and emotions freely. When students perceive their teachers as supportive and understanding of their learning and personal growth, they are more likely to develop a positive mindset, which contributes to enhanced psychological resilience [16, 27].

The moderating role of life satisfaction

Contrary to the initial hypothesis, the study found no significant moderating effect of novice teachers' life satisfaction on the relationship between their professional identity and students’ psychological resilience or teacher-student relationships. This result challenges the initial assumption that life satisfaction would influence how effectively novice teachers could translate their professional identity into positive student outcomes. The authors attribute this finding to the homogeneity of the sample, as most participants were recent university graduates between 22 and 24 years old, with uniformly high levels of life satisfaction. However, this explanation does not fully account for the complex dynamics that could influence this relationship. It is possible that other unmeasured factors, such as classroom environment or external stressors, played a role in diminishing the expected moderating effect. Therefore, the non-significant moderating effect of life satisfaction may reflect the limitations of the sample rather than the irrelevance of the hypothesis itself. A more diverse sample or additional contextual variables might reveal a different interaction between life satisfaction and the impact of professional identity on student outcomes. This unexpected result underscores the importance of considering the specific characteristics of the study population and suggests that the hypothesis regarding life satisfaction's moderating role may need further refinement or reconsideration.

This research offers a deeper understanding of the critical role that novice teachers' professional identity plays in shaping the psychological resilience of first-year middle school students. The findings highlight the significance of fostering strong professional identities in novice teachers, as well as cultivating positive teacher-student relationships, as key factors in enhancing students' resilience. These insights underscore the importance of targeted interventions in both pre-service and in-service training programs aimed at strengthening the professional identity of novice teachers. By equipping educators with the tools to build strong, supportive relationships with their students, schools can play a pivotal role in ensuring that students are better prepared to navigate the challenges of transitioning to middle school. This study not only contributes to the theoretical understanding of teacher-student dynamics but also offers practical recommendations for improving educational outcomes through focused teacher development initiatives.

Limitations and Future Directions

This study offers valuable insights into the relationships between novice teachers' professional identity and first-year middle school students' perceived teacher-student relationships and psychological resilience through the application of HLM. However, like all research, it is not without limitations. First, the homogeneity of participants' life satisfaction scores is a notable consideration. The uniformly high levels of life satisfaction reported by novice teachers limited the ability to detect potential moderating effects of this variable. This suggests that future studies could benefit from sampling a broader range of experiences to better understand how life satisfaction might influence these relationships in more diverse populations.

Second, while the use of convenience sampling was practical for this study, it may have introduced some limitations in terms of generalizability. Although the findings provide important insights, they should be interpreted with caution when considering broader populations. Future research could enhance generalizability by employing more diverse and representative samples, which could capture a wider array of experiences and contexts.

Last, the cross-sectional design of the study, while suitable for capturing relationships at a single point in time, does limit our ability to understand how these relationships may evolve over time. Longitudinal research could provide a deeper understanding of the temporal dynamics and causal pathways between teacher professional identity, student resilience, and teacher-student relationships. This approach would offer valuable insights into how these factors interact over different stages of a teacher’s career and a student’s educational journey.

Despite these limitations, the study makes a significant contribution to the field by providing a foundational understanding of these key relationships, particularly in the context of novice teachers. By addressing these considerations in future research, scholars can build on this work to further explore the complexities of teacher-student interactions and their impact on educational outcomes.

AVE - Average Variance Extracted

CFA - Confirmatory Factor Analysis

CFI - Comparative Fit Index

DF - Degrees of Freedom

HLM - Hierarchical Linear Modeling

ICC - Intra-class Correlation

IRB - Institutional Review Board

M - Mean

NNFI - Non-Normed Fit Index (Tucker-Lewis Index)

PI - Professional Identity

RMSEA - Root Mean Square Error of Approximation

SD - Standard Deviation

SE - Standard Error

SR - Standardized Residual

SRMR - Standardized Root Mean Square Residual

TS - Teacher-Student (Relationship)

TLI - Tucker-Lewis Index (also known as NNFI)

Acknowledgements

We thank all the participants to take part in the study.

Author Contributions

Conceptualization: P.P.H and I.H.C; Methodology: P.P.H, X.M.C and I.H.C; Data Curation: X.M.C, C.H.C, A.W, X.X.W and I.H.C; Validation: A.W, X.X.W and I.H.C; Visualization: X.M.C and I.H.C; Supervision: P.P.H, X.M.C and C.H.C; Writing original draft preparation: P.P.H and I.H.C; Writing review and editing: P.P.H, X.M.C, C.H.C, A.W, X.X.W and I.H.C. All authors have read and agreed to the published version of the manuscript.

Funding

No funding.

Data Availability

The datasets used and/or analyzed during the current study are available from the corresponding author on reasonable request.

Ethics approval and consent to participate

The present study was conducted in accordance with the Declaration of Helsinki, and approved by the Institutional Review Board (IRB) of the Jiangxi Psychological Consultant Association (IRB ref: JXSXL-2020-J013 for teachers and JXSXL-2022-CL15 for students). The electronically informed consent was obtained from all the participants, where the purpose of the study, researchers’ affiliations, and privacy guarantee were explained.

Consent for publication

Not applicable.

Competing interests

The authors declare that they have no competing interests.

Author details

¹Faculty of Education, Qufu Normal University, Qufu, 273165, China, [email protected]

²School of Information Engineering, Shandong Youth University of Political Science, Jinan, 250103, China, [email protected]

³School of Foreign Languages, Shandong Women’s University, Jinan, 250300, China, [email protected]

⁴Mahidol University International College, Bangkok,10250 Thailand, [email protected]

* Correspondence:

⁵Mahidol University International College, Bangkok, 10250, Thailand,

[email protected]

⁶Chinese Academy of Education Big Data, Qufu Normal University, Qufu, 273165,China, [email protected]

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The Impact of Novice Teachers' Professional Identity on Seventh-Grade Students' Psychological Resilience: A Multi-Level Study Examining the Mediator of Teacher-Student Relationships and the Moderator of Life Satisfaction

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Abstract

Figures

Introduction

Multilevel model and research hypotheses

The influence of teacher professional identity on students' psychological resilience

The influence of teacher professional identity on teacher-student relationships

The association between teacher-student relationships and psychological resilience

The mediating role of teacher-student relationships

The moderating role of life satisfaction

Methods and procedures

Sampling and data collection

Measures

Professional identity scale

Student-teacher relationship scale

Psychological resilience scale

Satisfaction with life scale

Data analysis

Results

Descriptive statistics and correlations among variables

Measurement quality of the factors

Hierarchical linear modeling (HLM) results

Discussion

Methodological contributions

The role of teachers' professional identity

The moderating role of life satisfaction

Conclusions

Limitations and Future Directions

Abbreviations

Declarations

References

Additional Declarations

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