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Professional development (PD) is widely regarded as essential for enhancing the teaching quality and professional engagement of music educators. In the Chinese context, PD initiatives, including structured teacher training and research engagement, aim to align music education practices with national curriculum reforms and evolving educational demands. However, the diverse patterns of PD engagement among in-service primary music teachers and their associations with teaching readiness, school identification, and job satisfaction remain underexplored. This study investigates these relationships through a latent profile analysis of 375 Chinese primary school music teachers. Five distinct profiles were identified: High-Load Teachers, Research-Oriented Teachers, Training-Oriented Teachers, Balanced Teaching and Training Teachers, and Low-Load Teachers. The results revealed that Training-Oriented and Balanced Teaching and Training Teachers demonstrated the highest levels of teaching readiness, school identification, and job satisfaction, highlighting the effectiveness of practice-oriented training in fostering professional engagement. Conversely, Research-Oriented Teachers exhibited the lowest scores across these dimensions, underscoring the challenges associated with an excessive focus on research, such as inadequate classroom preparation and diminished institutional alignment. These findings emphasize the need for tailored, balanced PD strategies that integrate research and practical training to address the unique needs of music teachers.
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