A STUDY ON THE CORRELATION BETWEEN CAREER MATURITY, SELF-CONCEPT, AND SELF-IDENTITY OF STUDENTS MAJORING IN PRESCHOOL TEACHER EDUCATION

Abstract

This study investigates the relationship between career maturity, self-concept, and self-identity among preschool teacher education students, aiming to identify key psychological factors that influence professional readiness and career commitment in early childhood education. Using a cross-sectional design, data were collected from students across three academic years using validated scales measuring career maturity, self-concept, and self-identity. Hierarchical regression and multiple comparison analyses were employed to assess predictive relationships and group differences. Findings revealed a significant decline in career maturity among third-year students compared to their junior peers, suggesting potential challenges in sustaining career confidence during advanced training. Self-identity emerged as the strongest psychological predictor of career maturity, demonstrating a graded, dose-response relationship, while self-concept showed a threshold effect with diminishing returns beyond moderate levels. The study highlights the independent contributions of both psychological factors, underscoring the need for differentiated support strategies in teacher education programs. These results challenge linear assumptions about career development, emphasizing instead the dynamic interplay between personal growth and professional preparation.  The findings suggest that teacher education programs should integrate identity-strengthening strategies and address critical transition points in training to bolster career commitment. Additionally, curriculum developers and policymakers should consider differentiated support mechanisms to improve retention and professional satisfaction in early childhood education.