Research on Strategies to Enhance Kindergarten Teachers’ Self-Efficacy in Implementing Project Activities: A Case Study of Selected Kindergartens in Henan, China
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The purposes of this research were: 1) to explore the factors affecting kindergarten teachers’ self-efficacy in implementing project activities, based on the context of kindergartens in China, and 2) to enhance teachers’ self-efficacy in implementing project activities through an Intervention Design and Implementation (IDI) study. This study involved 203 teachers from three public kindergartens in Henan Province, China, employing an Intervention Design and Implementation (IDI) approach combined with a mixed-methods research paradigm. First, the questionnaire’s reliability and validity were assessed using Item-Objective Congruence (IOC) and a pilot test, and multiple linear regression (MLR) was used to analyze relationships among variables. Subsequently, 30 teachers were selected via convenience sampling to undergo a 16-week IDI intervention; 10 of them participated in semi-structured interviews. Finally, paired-sample t-tests were conducted to compare pre- and post-intervention data and verify the intervention effect. The study found that: 1) collective focus on student learning, reflective dialogue, colleague trust, and emotional intelligence have significant effects on teachers’ self-efficacy, whereas derivatized practice and teacher collaboration do not have significant effects. 2) After the IDI intervention, all independent variables in this study showed significant improvement (p < 0.05). Concurrently, there was a significant difference in teacher self-efficacy between the pre-IDI and post-IDI conditions, t (29) = -5.36, p < .001, with a mean difference of -0.775.
Keywords: Intervention Design and Implementation, Teacher Self-efficacy, Project Activities, Kindergarten Teachers, Professional Learning Community
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