A Study on the Relationship Between Well-Being and Teacher Professionalism Among University Students Majoring in Early Childhood Education

This study investigates the relationship between teacher professionalism and subjective well-being among university students majoring in early childhood education. Drawing on the theoretical frameworks of positive psychology and professional identity formation, the research explores how three core dimensions of teacher professionalism—professional identity, commitment to the profession, and sense of professional responsibility—relate to students' life satisfaction, positive affect, and sense of purpose. A quantitative survey was conducted among 436 undergraduates from three universities in Sichuan China. Results revealed significant positive correlations between all dimensions of professionalism and indicators of well-being. Among these, professional identity emerged as the strongest predictor. The findings highlight the importance of integrating professional development with emotional support in teacher education programs. Promoting a strong sense of teacher identity and ethical commitment not only enhances students’ readiness for future careers but also supports their psychological flourishing. The study offers valuable implications for curriculum design, policy-making, and well-being-oriented teacher training in early childhood education.