Performer versus caring professional: identity conflicts of preschool teachers in the context of performative culture in mainland China

Abstract

Previous research has shown that primary and secondary teachers can experience identity conflicts in the context of performative school culture. However, this is an issue that has not been well explored in early childhood education, where preschool teachers also increasingly face pressures to meet performative demands under neoliberal educational reforms. These trends are evident in various national contexts, with mainland China being no exception. Using identity conflict theory as the theoretical lens, this qualitative study investigated identity conflicts experienced by preschool teachers in two government-funded preschools in mainland China. Drawing on semi-structured interviews with 10 preschool teachers and 5 school administrators, complemented by document analysis, the study found that preschool teachers experienced conflicts between their identity as performers and as caring professionals. These identity conflicts can be further categorised into two types: (1) inter-unit conflicts between performative demands imposed by the preschool and teachers’ professional values, and (2) intra-unit conflicts between the need for survival and a commitment to children’s development. The hierarchical management structure and the pervasive performative culture in preschools are key factors that exacerbated teacher identity conflicts. The findings provide implications for policymakers and preschool administrators to support preschool teachers in addressing identity conflicts arising from performativity.