Teacher identity formation under dual shaping of institutions and cultures: A comparative study of early childhood teachers in China and New Zealand

Guided by the dual-shaping theory of institutions and culture, this comparative study examines the construction of professional identity among early childhood teachers in China and New Zealand, serving children aged 3–6 years in China and birth to school entry age in New Zealand, revealing how societal structures and cultural tradition’s mediate identity formation. Findings demonstrate divergent trajectories: Chinese teachers exhibit a “society-oriented” identity, emphasizing moral responsibility and collective values under Confucian cultural norms and centralized governance, which fosters an “implementer” orientation. In contrast, New Zealand teachers embody “professional autonomy,” rooted in individualistic cultural values and decentralized institutional systems that reinforce reflective practitioner roles. These differences underscore teacher identity as an outcome of institutional regulations and cultural values in interplay: China’s collectivism shapes an externally derived identity, while New Zealand’s autonomy-supportive structures and child-centered culture cultivate an internally driven identity. The study suggests that China’s early childhood teacher development could balance cultural heritage with institutional empowerment to expand professional agency, facilitating identity transformation. This cross-contextual comparison advances theoretical perspectives on the cultural adaptability of teacher professionalism.