Abstract :

This study investigates the impact of professional identity—specifically, professional values and professional behavioral inclination—on retention intention, with teaching efficacy as a mediating variable, among university foreign teachers in Guangxi, China. Drawing on Self-Efficacy Theory and the Theory of Planned Behavior, the study adopts a quantitative, cross-sectional design, surveying 384 foreign educators from public universities across the region. Using multiple regression and mediation analysis via SmartPLS, the findings reveal that both professional identity dimensions significantly predict retention intention, with behavioral inclination exerting a stronger influence than values. Both dimensions also significantly predict teaching efficacy, which in turn has a robust positive effect on retention intention. Mediation analysis confirms that teaching efficacy significantly mediates the relationship between professional identity and retention. These results highlight the psychological and professional mechanisms that underpin foreign teacher retention in cross-cultural academic settings. The study offers theoretical contributions to educational psychology and practical guidance for higher education institutions aiming to improve international faculty retention through targeted support of identity development and efficacy enhancement.

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Keywords :

Professional Identity, Teaching Efficacy, Retention Intention, Foreign Teachers.

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