What facilitates kindergarten teachers’ intentions to implement play-based learning?

What facilitates kindergarten teachers’ intentions to implement play-based learning?

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

Early Childhood Education Journal, 2021

Springer

2021

• Q Philosophy of Education, Educational System & School At Different Levels
  • QB Pre-school Education, Child Caring Facilities, Maternal & Infantile Health Facilities
• F Learning & Teaching
  • FA General Teaching Strategies, Different Instructional Methods

Teacher Intention Instructional Leadership Trust in Colleagues Teacher Self-effcacy Play-based Learning Kindergarten Education

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education

This study examined kindergarten teachers’ behavioural intentions to implement play-based learning and its relationship to two types of facilitating factors: organisational (i.e., instructional leadership and trust in colleagues) and individual (i.e., teacher self-efficacy). Structural equation modelling examining the direct and mediating effects was conducted on data collected from 542 Hong Kong kindergarten teachers. The results showed that principal instructional leadership was positively associated with teachers’ intentions to implement play-based learning directly and indirectly through trust in colleagues and teacher self-efficacy. Teachers with higher efficacious beliefs showed more active intentions to implement play-based learning. These findings highlight the importance of creating conducive organisational conditions and enhancing teacher self-efficacy for the implementation of play-based learning in kindergartens. Copyright © 2021 The Author(s), under exclusive licence to Springer Nature B.V.

• English

Journal Articles

• 10823301

• 10.1007/s10643-021-01176-3

https://bibliography.lib.eduhk.hk/en/bibs/cbbd8139

2021-07-15