Teachers' behavioral intentions to implement play-based learning in Hong Kong kindergartens

Teachers' behavioral intentions to implement play-based learning in Hong Kong kindergartens

• Keung, Pui Chi Chrysa The Education University of Hong Kong
• Tam, Winnie Wing Yi The Chinese University of Hong Kong
• Yin, Hongbiao The Chinese University of Hong Kong

The American Educational Research Association Annual Meeting (AERA 2020): Roundtable session of research on teachers and teacher collaboration (2020: San Francisco, USA)

• M Teachers & Education for Teachers
  • MG Identities, Attitudes & Opinion of Educational Workers
• F Learning & Teaching
  • FA General Teaching Strategies, Different Instructional Methods

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education

Teachers’ attitudes towards curriculum change are crucial in determining the success of implementation. This study examined the relationships between kindergarten teachers’ perceptions of instructional leadership, efficacy, trust in colleagues and behavioral intentions to implement play-based learning in Hong Kong. Data were collected from 542 Hong Kong kindergarten teachers who participated in a survey. The results showed that instructional leadership was positively association with teachers’ behavioral intentions to implement play-based learning directly and indirectly through teacher efficacy and trust in colleagues. The findings affirm that principals and curriculum leaders played a key role in cultivating a supportive leadership which helped form teachers’ positive attitudes towards curriculum reform. Moreover, enhancing trust in colleagues could develop teachers’ efficacy beliefs for practicing play-based learning. Copyright © 2020 All Academic, Inc.

Paper presented at The American Educational Research Association Annual Meeting (AERA 2020): Roundtable session of research on teachers and teacher collaboration, San Francisco, USA.

• English

Conference Papers

https://bibliography.lib.eduhk.hk/en/bibs/43ab8dd0

2022-01-05