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<p>Based on the Work as a Calling Theory, this study adopted a person-centered approach to explore profiles of perceiving a calling and living a calling among 4176 Chinese secondary school teachers. Latent profile analysis revealed four profiles: above average, unanswered, below average, and unperceived. Teachers with less experience, those in township schools, and those serving as homeroom teachers were more likely to belong to lower-calling profiles. Occupational well-being and turnover intention showed different trends across profiles, suggesting a paradoxical effect of recognizing a calling without fully embodying it. These findings underscore the unique role of China’s sociocultural context in shaping teachers’ calling and suggest important implications for school-based vocational interventions.</p>

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When perceiving and living a calling misalign: antecedents and outcomes of calling profiles among Chinese secondary school teachers

  • 期刊论文

  • 发表日期：

    2026年4月28日

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  • Xinming Ma,
  • Yuwei Luo,
  • Naiyi Wang,
  • Wanqing Zhao

摘要

Based on the Work as a Calling Theory, this study adopted a person-centered approach to explore profiles of perceiving a calling and living a calling among 4176 Chinese secondary school teachers. Latent profile analysis revealed four profiles: above average, unanswered, below average, and unperceived. Teachers with less experience, those in township schools, and those serving as homeroom teachers were more likely to belong to lower-calling profiles. Occupational well-being and turnover intention showed different trends across profiles, suggesting a paradoxical effect of recognizing a calling without fully embodying it. These findings underscore the unique role of China’s sociocultural context in shaping teachers’ calling and suggest important implications for school-based vocational interventions.