Exploring Cognitive Appraisal as a Mediator between Stress Coping Strategies and Psychological Well-Being: A Conceptual Framework for Adaptation to Stress among Chinese University Teachers

Abstract

This study investigates the impact of professional identity on retention intention among foreign university educators in Guangxi Province, China. Utilizing quantitative approach, the research employs surveys to collect comprehensive data, which is then analyzed using SPSS as statistical tool. The findings underscore the significant role of professional identity in enhancing job satisfaction, commitment, and retention intentions. The study highlights the importance of cultural adaptation, institutional support, and professional development opportunities in fostering a strong professional identity. The results provide valuable insights for university administrators and policymakers, offering practical recommendations to support and retain foreign educators. This research contributes to the theoretical understanding of Social Identity Theory and Organizational Commitment Theory within the context of higher education, emphasizing the need for supportive and inclusive academic environments to maintain a diverse and talented academic workforce.