Research on the Career Identity Dilemma and Reconstruction of Part-time Staff in Educational Institutions: A Case Study of a Postgraduate Entrance Examination Institution

Abstract

With the advancement of education marketization, part-time staff in postgraduate entrance exam preparation institutions have become a key group for supplementing teaching resources and meeting diverse needs. However, their occupational identity dilemmas have become prominent due to temporary employment and marginal management. This study, framed by the theories of occupational identity and organizational identity, employs literature review, interviews, and questionnaire surveys to identify four core challenges faced by this group: 1) Ambiguous career positioning leading to a sense of marginalization; 2) Weak emotional connections and insufficient rights protection; 3) Imbalanced labor returns relative to input, weakening professional value recognition; 4) Lack of career planning and promotion channels. Social work can intervene by leveraging the characteristics of the education sector: reshaping occupational identity, promoting professional community development, and advocating policies and resource linkage to optimize institutional environments. This research provides theoretical support and practical guidance for addressing occupational identity issues and improving the education service ecosystem, while exploring feasible pathways for temporary workers to transition into educators.