What Facilitates Kindergarten Teachers' Intentions to Implement Play-Based Learning?

Autor/inn/en	Yin, Hongbiao; Keung, Chrysa Pui Chi; Tam, Winnie Wing Yi
Titel	What Facilitates Kindergarten Teachers' Intentions to Implement Play-Based Learning?
Quelle	In: Early Childhood Education Journal, 50 (2022) 4, S.555-566 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yin, Hongbiao)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-021-01176-3
Schlagwörter	Preschool Teachers; Kindergarten; Intention; Play; Teaching Methods; Teacher Behavior; Foreign Countries; Instructional Leadership; Self Efficacy; Hong Kong + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Spiel; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher behaviour; Lehrerverhalten; Ausland; Instruction; Leadership; Bildung; Erziehung; Führung; Self-efficacy; Selbstwirksamkeit; Hongkong
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01