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Development and Validation of Chinese Kindergarten Teachers’ Learning and Development Scale

Author

Listed:
  • Qingru Duan

    (Department of Early Childhood Education, Faculty of Education, East China Normal University, Shanghai 200062, China)

  • Yong Jiang

    (Department of Early Childhood Education, Faculty of Education, East China Normal University, Shanghai 200062, China)

  • Yifang Wang

    (Shanghai Institute of Early Childhood Education, Shanghai Normal University, Shanghai 200234, China)

  • Chuchu Zheng

    (School of Education Science, Nanjing Normal University, Nanjing 210097, China)

  • Jing Liu

    (School of Education Science, Nanjing Normal University, Nanjing 210097, China)

  • Xin Liu

    (Pukou Experimental Kindergarten, Nanjing 211800, China)

Abstract

This study examined Chinese kindergarten teachers’ learning and development (CKTLD) using a newly developed and validated instrument, the CKTLD scale. Altogether, 1170 kindergarten teachers who were randomly sampled from ten provinces in China participated in the survey. First, exploratory and confirmatory factor analyses confirmed a seven-factor structure: motivation, information literacy, cultural literacy, reflection, career planning, teacher collaboration, and belief and mission, thereby indicating that the CKTLD scale was reliable and valid. Second, descriptive statistics showed that the overall status of kindergarten teachers’ learning and development was below average in China; meanwhile, the level of motivation ranked the highest, while that of information literacy and cultural literacy were lower. Third, hierarchical regression analysis revealed that job position and teaching experience were critical predictors of teachers’ learning and development, after controlling for personal and family factors. The findings indicate the necessity of reforming teacher education and providing school support to enhance kindergarten teachers’ learning and development. Further, this study broadens the research framework and provides a valuable tool with which to evaluate kindergarten teachers’ learning and development in China and other countries.

Suggested Citation

  • Qingru Duan & Yong Jiang & Yifang Wang & Chuchu Zheng & Jing Liu & Xin Liu, 2023. "Development and Validation of Chinese Kindergarten Teachers’ Learning and Development Scale," Sustainability, MDPI, vol. 15(3), pages 1-20, January.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:3:p:1992-:d:1042306
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    References listed on IDEAS

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    1. Hui Li & Yong Jiang & Xiumin Hong & Li Luo, 2023. "Special Issue: Sustainable Early Childhood Education for the Sustainable Development of Aging China," Sustainability, MDPI, vol. 15(11), pages 1-6, May.

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