The mediating influence of pre-service teacher motivation and self-efficacy beliefs on professional identity

This study investigates how pre-service teachers’ (PSTs) preparedness, motivation, and self-efficacy interact to shape professional identity formation. Drawing on Lawson’s Occupational Socialization Theory and Bandura’s Social Cognitive Theory, this study employs an integrated framework that conceptualizes preparedness as a foundational outcome of professional socialization, mediating the pathways to self-efficacy, motivation, and identity development. Using cross-sectional survey data from 192 PSTs enrolled in a large public university’s accredited teacher preparation program in Nevada, the authors employed validated scales (e.g., TALIS) and mediation path modeling with WLS-MV estimation to test direct and indirect effects. Findings indicate that motivation partially mediates the relationship between self-efficacy and professional identity, while preparedness exerts both direct and indirect effects on identity via self-efficacy. This study makes an original contribution by theorizing preparedness as an independent variable within the mediation model, extending prevailing accounts of identity formation. These results highlight the importance of embedding structured opportunities in teacher education to foster resilient, adaptive professional identities, with implications for enhancing teacher retention and long-term professional commitment.