Gender, Institutional Stratification, and Professional Identity: A Mixed-Methods Study of Female Primary School Teachers in Urban China

In the context of China’s accelerated urbanization and growing educational stratification, female primary school teachers play a critical role in sustaining quality education in urban public schools. This study critically investigates the professional identity formation of these teachers, who are required to navigate the dual pressures of institutional reform and gendered cultural expectations. Grounded in Expectancy-Value Theory, Social Cognitive Theory, and feminist-informed frameworks, the research employs a mixed-methods approach, employing both structured questionnaires administered to 161 teachers in six urban schools in China and in-depth qualitative interviews. Findings reveal that professional identity is generally strong across four dimensions—professional values, role commitment, sense of belonging, and behavioral tendencies. However, identity strength varies significantly by age, teaching experience, job title, position type, and income level. Teachers in mid-career stages, holding senior titles or combined administrative-teaching roles, and higher earnings demonstrate a more coherent and resilient professional identity. The findings underscore the interplay between personal attributes, institutional recognition, and gendered labor norms. This study contributes to the literature on teacher development and educational equity by offering targeted recommendations for policymakers and school leaders to enhance female teachers’ professional identity through differentiated support systems, leadership pathways, and equitable organizational structures.