The identity crisis theory stems from Erikson’s psychosocial theory, which holds that if one reaches a “necessary turning point” and one’s identity problem cannot be resolved successfully, an identity crisis is likely to manifest in various ways [8]. An identity crisis occurs during the dynamic process of identity reconstruction, in which not only internal individual needs but also external structural elements can trigger it [9]. Previous studies have revealed that the main pressures on resource teachers include administrative, development, miscellaneous, and moral pressures. When these types of pressures are combined, an identity crisis might occur [10].

The Cognitive-Affective Personality System (CAPS), proposed by Walter Mischel and Yuichi Shoda, is a dynamic personality system composed of Cognitive-Affective Units (CAUs) [11]. This theory posits that personality differences stem from the interaction between CAUs and situations. CAUs encompass five types of units: encoding, expectations and beliefs, emotions, goals and values, and abilities and self-regulation planning. Different situations activate specific combinations of units, resulting in context-specific cognitive, emotional, and behavioral responses [12]. Resource teachers are not fixed identity labels, but rather exist within the specific context of the “ordinary school-integrated environment” where their implicit cognitive-affective systems are continuously activated, adjusted, and reconstructed. In this process, the cognitive system of resource teachers receives stimulus information from various sources at any given time and processes intricate, contradictory signals. In various situations, resource teachers face contradictory choices between ordinary school teachers, resource teachers, and special education personnel.

Social constructivism theory, proposed by scholars such as Lev Vygotsky, emphasizes that knowledge and identity are constructed through the combined effects of social interaction and cultural background. Social constructivism believes that individual cognition, understanding, and identity are not isolated but are constructed through interactions with the social environment and others [13]. In inclusive education practice, the identity of resource teachers is primarily shaped through interactions with itinerant guidance teachers, colleagues, students, and student parents. While imparting relevant knowledge to students, resource teachers also engage in various educational activities, interact with students, manage classrooms, and communicate with students and parents, further establishing and developing their teacher identity.

This paper focuses on resource teachers as the research object and aims to collect quantitative data on overall attributes and differences in identity recognition among resource teachers in compulsory and preschool education stages in ordinary schools in a county in Zhejiang Province, using a questionnaire survey. This study aims to explore the current status of resource teachers’ identity in inclusive education through descriptive analysis, and to provide a reference basis for enhancing resource teachers’ sense of identity and promoting the development of special education.

Drawing on previous studies on teacher identity at home and abroad, this research delves into the concept and structure of teacher identity. To be precise, this research modifies and perfects the scale questionnaire developed by Chinese scholars Zhu Zehong and Wang Yu, based on which this study constructs the Likert scale for the “Survey Questionnaire on Resource Teachers’ Identity in Ordinary Schools” in four aspects and thirteen factors: personal identity, professional identity, academic identity and situational identity.

This study selected a total of 42 kindergartens and primary schools in a certain county in Zhejiang Province randomly, with one resource teacher from each kindergarten or primary school as the research subject. A questionnaire survey was conducted through an online platform. Before the survey, the purpose of this study and the confidentiality principles followed by the study were explained to the respondents, allowing them to fill out the questionnaire on a voluntary basis. 42 questionnaires were returned, and after eliminating 2 invalid questionnaires, 40 valid questionnaires were obtained. The collected data were then organized and analyzed using SPSS 25. For the reliability and validity analysis of the questionnaire, the reliability analysis was first performed. According to the results, the Cronbach’s Alpha coefficient for the overall item of the “Ordinary School Resource Teacher Identity Recognition Questionnaire” was 0.959. The four dimensions’ Cronbach’s Alpha coefficients for the personal identity recognition, professional identity recognition, academic identity recognition and situational identity recognition were 0.943, 0.936, 0.874 and 0.828, respectively (See Table 1).

Table 1. Results of questionnaire reliability analysis.

To further analyze resource teachers’ identity recognition, descriptive statistics are conducted across the following dimensions (See Table 2).

Table 2. The dimensions of this study.

The survey results highlight four key findings. First, there is a marked gender imbalance, with 95% of respondents being women, which points to structural challenges and societal biases that discourage men from entering the field. Second, the sample is characterized by a high proportion (95%) of teachers with bachelor’s degrees and 55% aged 30 - 39, indicating promising potential for professional development. Third, despite this potential, the degree of education and age suggests limited strategies for developing talent. Fourth, the distribution of professional titles—55% intermediate, 42.5% junior, and no senior—reveals restricted career advancement opportunities for resource teachers.

The overall mean of this scale is M = 4.56, with a standard deviation (SD) of 0.48. The overall mean is greater than 4, indicating that the overall identity of resource teachers in this area is relatively high. This illustrates that resource teachers feel a sense of purpose, belonging, and security, and identify themselves as resource teachers, which gives them a sense of self-respect and confidence within the school and social settings and also makes them more willing and capable of engaging in education. From one perspective, there have been national regulations such as “The Regulations on Education for Persons with Disabilities” and “The Action Plan for the Development and Improvement of Special Education during the 14th Five-Year Plan” which have made it clear to ordinary schools that they should hire resource teachers and specify their duties. From another perspective, inclusive education has improved resource teachers’ professional attitudes.

Based on the analysis of the four aspects above, it was found that the situational identity dimension had a mean (M) of 4.25 and a standard deviation (SD) of 0.70, which is lower than the overall average identity mean (M = 4.56). This suggests that the situational identity of resource teachers needs improvement. Concerning question “My daily work makes me feel at ease”, there were 7.5% of the teachers having a very disagree attitude and 7.5% holding a disagree attitude; this reflects that there is too much work for resource teachers to deal with, and resource teachers are burdened with different tasks, so nearly half of them think that it is not an easy job to complete their daily work. 45% of the resource teachers are being taught by another subject teacher. That means the majority of resource teachers, in addition to educating special children, are also teaching other subjects. Accordingly, this aspect of resource teachers also involves responsibility for handling the entire class. Besides these responsibilities, there is also the administrative responsibility. In addition to the above responsibilities, the work of resource teachers also entails the psychological burden that comes with it. For subject teachers who are also resource teachers, their identity as subject teachers may be weakened by the reduced status of subjects. At the same time, due to the lack of job positions and support for resource teachers in general, it is difficult to establish a new identity for them [14]. Moreover, the question “Compared with the effort and energy I put in, I am satisfied with my current salary and benefits” indicates that some resource teachers are dissatisfied with their salaries. They think their effort does not match the salary offered. The issue may be rooted at the institutional level. Although the status of resource teachers has been well established through various laws and regulations, they still constitute a new category of teachers. At present, China has yet to incorporate resource teachers into school administrative management, and teacher supervision generally lacks standardized criteria.

17.5% of the resource teachers have no experience with special education training. Also, 45% of resource teachers are part-time teachers in other subject areas, not as full-time resource teachers. In addition, some teachers (25% and 20%) share the attitude of having a general belief about “managing the special students” and “having good skills in conducting special education.” It appears that the resource teachers in this country do not receive any special education training and are not confident in their abilities, suggesting a need to improve their special education professional skills. First, the reasons for this are two: firstly, because the county has failed to implement any systematic training system for special education and it lacks funding to train teachers on the subject matter, therefore it cannot conduct any relevant courses; secondly, the schools have not made teaching of the subject a special job and have not incorporated special education training into teachers’ individual development plans, instead they just assign the teacher to teach some particular subject, and of course this affects the performance of teachers. There is also no adequate number of special education resource teachers or resources locally available for teachers to learn to teach.

Establishing clear and specific professional standards for inclusive education teachers is essential to avoid role ambiguity and job overlap among resource teachers, itinerant guidance teachers, and other professionals involved in inclusive education. To support this, schools should develop internal communication and coordination mechanisms, accurately define job responsibilities, work objectives, tasks, and accountability for resource teachers, and set measurable work goals. Joint meetings should be held with school staff to assign responsibilities clearly and reduce unnecessary pressure on other members. Additionally, schools need to arrange resource classrooms, ordinary classrooms, and related technical equipment according to actual conditions, ensuring resource teachers have dedicated time and space to fulfill their duties.

The inconsistency between the nature of the job and compensation can significantly impact the efficiency and enthusiasm of resource teachers. To address this, the administrative department of education and ordinary schools should provide specific support in four areas: improved staffing, appropriate allowances, recognition through professional titles, and adjusted personnel allocation for resource teachers. There is also a need for tailored employment systems, clear employment plans, and evaluation criteria to promote job-specific professional development. Lastly, a standardized salary system should reflect both the workload and the specialized skills required for resource teaching.

In June 2020, the Ministry of Education issued the “Opinions on Strengthening the Implementation of Inclusive Education for Disabled Children and Teenagers in Compulsory Education.” The document emphasized the critical role of resource teachers’ expertise. It stated, “resource teachers for children and teenagers with disabilities should be outstanding educators who are either graduates of special education programs or have been certified after completing specialized training administered by provincial education authorities and possess significant experience in special education and rehabilitation. [15]” Survey findings indicate that resource teachers at the county level lack formal training in special education. Therefore, enhancing their professional development is essential. Regular academic events, such as seminars and lectures, could allow resource teachers to exchange ideas with peers from other schools and partner with university departments specializing in integrated education. Additionally, implementing a mentoring program to support each resource teacher individually should be considered.

According to the questionnaire results, resource teachers have a strong identification with their profession and organization. They feel proud to be known as resource teachers by society, implying that support from the entire society helps improve their identification. The self-identity of resource teachers is formed by social surroundings and interpersonal interactions. Transitioning to the school perspective, school administration and general teachers should eliminate the notion that “resource teachers are special education teachers” and foster a support philosophy in the school. It is important to stress that resource teachers are partners on the teaching team and may make contributions that improve teaching performance. Looking from the parents’ standpoint, their awareness of the value of inclusive education is heightened by parent-teacher schools, themed class meetings, school cultural activities, and peer support programs for students. These efforts help reduce misunderstandings or exclusion of children with special needs and help parents learn about the role of resource teachers in supporting all children. Furthermore, from the perspective of the community, it is important to heighten the promotion of inclusive education concepts. The entire community should develop an understanding and support for inclusive education [16]. This could be done through media publicity, community welfare events, public days, and other similar activities to build up an inclusive culture.