Teachers' behavioral intentions to implement play-based learning in Hong Kong kindergartens

Pui Chi Chrysa KEUNG; Winnie Wing Yi TAM; Hongbiao YIN

Teachers' behavioral intentions to implement play-based learning in Hong Kong kindergartens

Pui Chi Chrysa KEUNG
, Winnie Wing Yi TAM
, Hongbiao YIN

Department of Education Policy and Leadership (EPL)

Research output: Contribution to conference › Papers

Abstract

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.

Original language	English
Publication status	Published - Apr 2020
Event	2020 Annual Meeting of American Educational Research Association: "The Power and Possibilities for the Public Good When Researchers and Organizational Stakeholders Collaborate" - San Francisco, Calif., United States Duration: 17 Apr 2020 → 21 Apr 2020 https://www.aera.net/Events-Meetings/Annual-Meeting/Previous-Annual-Meetings/2020-Annual-Meeting

Conference

Conference	2020 Annual Meeting of American Educational Research Association: "The Power and Possibilities for the Public Good When Researchers and Organizational Stakeholders Collaborate"
Abbreviated title	AERA 2020
Country/Territory	United States
City	San Francisco, Calif.
Period	17/04/20 → 21/04/20
Internet address	https://www.aera.net/Events-Meetings/Annual-Meeting/Previous-Annual-Meetings/2020-Annual-Meeting

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

KEUNG, P. C. C., TAM, W. W. Y., & YIN, H. (2020). Teachers' behavioral intentions to implement play-based learning in Hong Kong kindergartens. Paper presented at 2020 Annual Meeting of American Educational Research Association: "The Power and Possibilities for the Public Good When Researchers and Organizational Stakeholders Collaborate"
, San Francisco, Calif., United States.

Teachers' behavioral intentions to implement play-based learning in Hong Kong kindergartens. / KEUNG, Pui Chi Chrysa; TAM, Winnie Wing Yi; YIN, Hongbiao.
2020. Paper presented at 2020 Annual Meeting of American Educational Research Association: "The Power and Possibilities for the Public Good When Researchers and Organizational Stakeholders Collaborate"
, San Francisco, Calif., United States.

Research output: Contribution to conference › Papers

KEUNG, PCC, TAM, WWY & YIN, H 2020, 'Teachers' behavioral intentions to implement play-based learning in Hong Kong kindergartens', Paper presented at 2020 Annual Meeting of American Educational Research Association: "The Power and Possibilities for the Public Good When Researchers and Organizational Stakeholders Collaborate"
, San Francisco, Calif., United States, 17/04/20 - 21/04/20.

KEUNG, Pui Chi Chrysa ; TAM, Winnie Wing Yi ; YIN, Hongbiao. / Teachers' behavioral intentions to implement play-based learning in Hong Kong kindergartens. Paper presented at 2020 Annual Meeting of American Educational Research Association: "The Power and Possibilities for the Public Good When Researchers and Organizational Stakeholders Collaborate"
, San Francisco, Calif., United States.

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title = "Teachers' behavioral intentions to implement play-based learning in Hong Kong kindergartens",

abstract = "Teachers{\textquoteright} attitudes towards curriculum change are crucial in determining the success of implementation. This study examined the relationships between kindergarten teachers{\textquoteright} 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{\textquoteright} 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{\textquoteright} positive attitudes towards curriculum reform. Moreover, enhancing trust in colleagues could develop teachers{\textquoteright} efficacy beliefs for practicing play-based learning. Copyright {\textcopyright} 2020 AERA.",

author = "KEUNG, \{Pui Chi Chrysa\} and TAM, \{Winnie Wing Yi\} and Hongbiao YIN",

year = "2020",

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TY - CONF

T1 - Teachers' behavioral intentions to implement play-based learning in Hong Kong kindergartens

AU - KEUNG, Pui Chi Chrysa

AU - TAM, Winnie Wing Yi

AU - YIN, Hongbiao

PY - 2020/4

Y1 - 2020/4

N2 - 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.

AB - 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.

M3 - Papers

T2 - 2020 Annual Meeting of American Educational Research Association: "The Power and Possibilities for the Public Good When Researchers and Organizational Stakeholders Collaborate"<br/>

Y2 - 17 April 2020 through 21 April 2020

ER -

Teachers' behavioral intentions to implement play-based learning in Hong Kong kindergartens

Abstract

Conference

UN SDGs

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