Perceived Social Support and Pre-service Teachers’ Career Calling: Roles of Vocational Outcome Expectations and Professional Identity

Achieving Sustainable Development Goal 4 in education hinges on teachers’ sustainable career development, in which career calling serves as an endogenous driving force. This study investigated how perceived social support, vocational outcome expectations, professional identity, and career calling were related among 1,029 Chinese pre-service teachers. A questionnaire survey was conducted, and structural equation modeling (SEM) was employed to analyze the relationships among these factors. The results revealed that perceived social support was significantly and positively related to vocational outcome expectations, professional identity, and career calling. Furthermore, vocational outcome expectations and professional identity mediate the relationship between perceived social support and career calling, both individually and in series. These findings highlight that social support constitutes a key factor in promoting career calling among pre-service teachers. Implications include the need to construct a multi-dimensional social support system to strengthen pre-service teachers’ vocational outcome expectations and professional identity, thereby facilitating the development of their career calling.

The pursuit of quality education for all, a cornerstone of the United Nations’ Sustainable Development Goal 4 (SDG 4), critically depends on a robust and dedicated teaching workforce. The sustainability of this profession, therefore, becomes a paramount concern. A recent comprehensive study delves into the psychological underpinnings of pre-service teachers’ commitment to their chosen path, focusing on "career calling" as a vital internal motivator. The research, conducted among over a thousand aspiring educators in China, illuminates the profound influence of perceived social support on their long-term professional aspirations, mediated by crucial developmental stages of vocational outcome expectations and professional identity.

Understanding Career Calling in Education

Career calling, in the context of occupational psychology, transcends a mere job or career. It represents a profound, often transcendent, sense of purpose and meaning derived from one’s work, characterized by an intrinsic drive to contribute to society and a deep personal fulfillment. For teachers, this calling is particularly significant, as it fuels resilience, dedication, and a commitment to fostering the growth of future generations. The study emphasizes that unlike innate traits, career calling is a dynamic construct that can be nurtured and strengthened. For pre-service teachers, those on the cusp of entering the demanding yet rewarding profession, cultivating a strong sense of calling is instrumental in building career resilience and self-regulation, especially in the face of evolving educational landscapes and societal expectations.

The Crucial Role of Social Support

The research, drawing upon the Social Cognitive Career Theory (SCCT), posits that an individual’s environment plays a pivotal role in shaping their career trajectory. Perceived social support (PSS)—the subjective appraisal of available emotional, instrumental, and informational resources from family, friends, and significant others—emerged as a significant predictor of career calling. The study found that pre-service teachers who feel well-supported are more likely to develop a stronger sense of purpose in their chosen profession.

This finding aligns with a broader understanding of human development, where social connections act as a buffer against stress and a catalyst for positive growth. For individuals embarking on a career path that demands significant emotional investment and continuous learning, such as teaching, a supportive network can provide the encouragement and validation needed to persevere through challenges. The study’s data, collected from 1,029 pre-service teachers, revealed a robust positive correlation between perceived social support and career calling (r = 0.382, p < 0.01), indicating that as perceived support increases, so does the sense of professional calling.

Mediating Pathways: Vocational Outcome Expectations and Professional Identity

The study further elucidated the mechanisms through which social support translates into a strong career calling. Two key mediating factors were identified: vocational outcome expectations and professional identity.

Vocational Outcome Expectations: This refers to an individual’s beliefs about the anticipated rewards and consequences of pursuing a particular career. Positive vocational outcome expectations—such as believing that teaching offers opportunities for personal growth, social contribution, and meaningful impact—are crucial for sustained engagement. The research demonstrated that perceived social support positively influences these expectations. Pre-service teachers who feel supported are more likely to envision a rewarding and impactful career in education, reporting higher vocational outcome expectations (r = 0.523, p < 0.01). This, in turn, positively correlates with their career calling (r = 0.478, p < 0.01). The study’s SEM analysis confirmed that vocational outcome expectations significantly mediate the relationship between perceived social support and career calling, accounting for 22.0% of the total effect.

Professional Identity: Developing a strong professional identity—a stable and integrated sense of self within a specific occupational role—is another critical developmental stage for pre-service teachers. The study found that social support fosters this identity formation. When pre-service teachers feel supported, they are more likely to internalize the values and norms of the teaching profession, leading to a stronger sense of belonging and commitment. The data showed a significant positive relationship between perceived social support and professional identity (r = 0.473, p < 0.01), and a particularly strong link between professional identity and career calling (r = 0.637, p < 0.01). Professional identity, acting as a mediator, explained 28.9% of the effect of social support on career calling.

The Power of Sequential Mediation

Perhaps the most compelling finding of the study is the demonstration of a "serial mediation" effect. This means that perceived social support not only influences vocational outcome expectations and professional identity independently but also that these two factors work in tandem, sequentially, to shape career calling. Specifically, social support leads to more positive vocational outcome expectations, which in turn strengthens professional identity, ultimately reinforcing career calling. This chain effect accounted for 14.8% of the total effect, underscoring the interconnectedness of these psychological constructs in fostering a sustainable teaching career.

This sequential pathway suggests a developmental process: supportive environments build confidence in the potential outcomes of a teaching career, which then solidifies a pre-service teacher’s sense of self as an educator. This integrated sense of identity, informed by positive expectations, then powerfully fuels their sense of calling.

Implications for Educational Policy and Practice

The findings of this research carry significant implications for nurturing the next generation of educators and ensuring the sustainability of the teaching profession.

Building a Robust Social Support Ecosystem: Educational institutions, policymakers, and teacher educators must prioritize the creation of comprehensive social support systems for pre-service teachers. This includes:

• Institutional Support: Universities and teacher training programs can establish dedicated career counseling services, mentorship programs, and peer support networks. These initiatives should focus on providing emotional encouragement, practical guidance, and resource accessibility.
• Family and Community Engagement: Fostering open communication and collaboration between educational institutions and families is vital. Encouraging parents and guardians to actively support their children’s aspirations in teaching can significantly bolster pre-service teachers’ confidence and reduce career-related anxieties.
• Peer Support: Creating environments where pre-service teachers can share experiences, challenges, and successes with their peers can foster a sense of solidarity and mutual encouragement.

Enhancing Vocational Outcome Expectations and Professional Identity: Beyond general support, targeted interventions aimed at improving pre-service teachers’ outlook on their profession are essential.

• Curriculum Integration: Incorporating career planning and professional development modules throughout teacher education programs can help students understand the long-term prospects, societal value, and personal fulfillment associated with teaching.
• Experiential Learning: Practical teaching experiences, such as internships, classroom observations, and volunteer teaching opportunities, are invaluable. These experiences allow pre-service teachers to connect with the realities of the profession, deepen their understanding, and solidify their professional identity.

Addressing the Chinese Context: The study specifically highlights the Chinese context, where traditional values of collectivism and social contribution, alongside parental expectations, can influence the development of career calling. Understanding these cultural nuances is crucial when designing support mechanisms.

Methodological Rigor and Future Directions

The study employed rigorous methods, including a large sample size (1,029 pre-service teachers) and advanced statistical analysis (Structural Equation Modeling). The researchers also took steps to mitigate common method bias. However, the study acknowledges certain limitations. The cross-sectional design means that causal relationships cannot be definitively established, and the sample was drawn from a single university in China, limiting broader generalizability.

Future research could benefit from longitudinal studies to track the developmental trajectory of career calling over time and across different career stages. Expanding the sample to include pre-service teachers from diverse disciplines, institutions, and cultural backgrounds would also enhance the robustness and applicability of the findings. Further exploration into other potential mediating or moderating factors, such as career interests, work meaning, and personality traits, could also yield a more comprehensive understanding of the complex factors influencing a teacher’s calling.

Conclusion

In conclusion, this research provides compelling evidence that perceived social support is a critical determinant of career calling among pre-service teachers, operating through the interconnected pathways of vocational outcome expectations and professional identity. By fostering supportive environments and implementing targeted interventions, educational stakeholders can play a pivotal role in cultivating a generation of passionate, resilient, and dedicated educators who are deeply committed to their profession, thereby contributing significantly to the achievement of quality education for all. The findings underscore that investing in the well-being and professional development of future teachers is not merely an educational imperative but a societal one, essential for building a sustainable and thriving future.