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 AERA.
|Publication status||Published - Apr 2020|