The relationship of career exploration on the teaching intention of pre-service special education teachers in China: A chain-mediating role of career calling and perceived employability.

Although special education teachers are in short supply and preservice special education teachers' teaching intention is a critical predictor of future workforce supply, the mechanism through which career exploration is related to preservice teachers' teaching intentions in a family-oriented collectivist culture remains unknown. Grounded in Social Cognitive Career Theory, this study aimed to investigate the relationship between career exploration and teaching intention, examining the chain mediating roles of career calling and perceived employability.

Method

Using a convenience sampling method, 436 preservice special education teachers in China participated in the study. Mediation effect analysis was conducted using bootstrapping in SPSS.

Results

The results revealed: (a) Career exploration was positively associated with teaching intention in the direct effect model, but the direct relationship became significantly negative in the chain mediation model (β = -0.14, SE = 0.07, 95% Bootstrap CIs [-0.27, -0.004]); (b) career calling independently mediated this association (β = 0.30, SE = 0.05, 95% Bootstrap CIs [0.21, 0.39]); (c) perceived employability independently mediated this association (β = 0.10, SE = 0.03, 95% Bootstrap CIs [0.05, 0.17]); and (d) a significant chain mediation effect was observed through career calling and perceived employability sequentially (β = 0.03, SE = 0.01, 95% Bootstrap CIs [0.01, 0.05]). RECOMMENDATIONS These results suggest that strengthening legal and institutional support, improving social recognition, and optimizing training and practicum experiences with professional instruction, feedback, reflection, and summary may guide positive career exploration and strengthen teaching intention.