Author(s)

Li Chen ¹

Affiliation(s)

¹ Department of Psychology, Guangzhou Huashang College, Guangzhou, Guangdong, 510000, China

Corresponding Author

Li Chen

ABSTRACT

Teachers are a critical resource for educational development. In recent years, an increasing number of higher education institutions have established education-related majors, yet the "enthusiasm for enrollment" has not translated into a "enthusiasm for teaching." To explore the relationship between education-related majors and students' willingness to teach, this study employed a questionnaire survey to investigate 750 undergraduate students majoring in primary education (from freshman to junior year) at a university in Guangzhou. The findings revealed that: (1) There were significant gender differences in the dimensions of self-identity, professional knowledge, and professional emotional attitude, with male students showing stronger identification with their major. (2) There were no significant grade-level differences in professional matching degree or willingness to teach. Only-child students scored significantly higher than non-only-child students on self-identity, professional knowledge, professional emotional attitude, and total professional matching degree. (3) Self-identity, professional identity, professional knowledge, and professional emotional attitude were all significantly and positively correlated with willingness to teach. Based on these results, the study proposes recommendations such as enhancing students' learning interest, strengthening professional commitment, and offering more effective career planning courses to improve professional identification and thereby promote the willingness to teach among primary education undergraduates.

KEYWORDS

Primary Education, Professional Matching Degree, Willingness to Teach

CITE THIS PAPER

Li Chen. The Relationship between Professional Matching Degree and Willingness to Teach among Undergraduate Students in Primary Education: A Case Study of a University in Guangzhou. Advances in Educational Technology and Psychology (2026). Vol. 10, No. 3, 14-20. DOI: http://dx.doi.org/10.23977/aetp.2026.100303.

REFERENCES

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Sponsors, Associates, and Links

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• Curriculum and Teaching Methodology
  
  
• Transactions on Comparative Education
  
  
• Applied & Educational Psychology
  
  
• Advances in Vocational and Technical Education
  
  
• Adult and Higher Education