Qualitative analysis highlights private tutors' roles as mentors and emotional supporters in Chinese international high schools.
This study explores the professional identities of STEM (Science, Technology, Engineering, and Mathematics) private tutors teaching international high school students in China. Drawing upon semi‐structured interviews and qualitative thematic analysis, the research investigates the factors contributing to tutors' sense of self as educators in the STEM fields. Through in‐depth interviews with nine experienced STEM tutors, the study reveals four primary identities: exam experts, mentors, psychological counsellors, and potential reputation creators. As exam experts, tutors impart knowledge and exam strategies. They evolve into mentors, guiding students academically, career‐wise, and personally. Their close relationships with students position them as psychological counsellors, offering emotional support. Finally, tutors establish themselves as potential reputation creators, attracting students through their teaching excellence and multifaceted support. This research fills a gap in the literature on the tutors' professional identities, providing insights into the role of private tutoring in complementing and enhancing formal STEM education in Chinese international schools.
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Lin et al. (2025) studied this question.
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