The roles of Hong Kong preservice early childhood teachers’ creativity and zest in their self-efficacy in creating child-centered learning environments

Sum Kwing CHEUNG, Wai Tsz Ricci FONG, Suzannie Kit Ying LEUNG, Elsa Ka-wei LING

Research output: Contribution to journalArticle

Abstract

Research Findings: This study investigated the relationships of preservice teachers’ year of study in the teacher education program, creativity, zest, and self-efficacy in managing children’s behaviors to self-efficacy in creating child-centered learning environments. Data were collected from 275 Hong Kong preservice teachers via self-reported questionnaires. Results showed that creativity had a direct positive linkage with self-efficacy in creating child-centered learning environments. Zest was associated with self-efficacy in creating child-centered learning environments, however, indirectly through self-efficacy in managing children’s behaviors. Year of study was unrelated to both self-efficacies. Practice or Policy: Preservice teachers’ creativity and zest can be conceptualized as personal resources for creating child-centered environments. Teacher education programs should therefore incorporate components of fostering pre-service teachers’ own creativity and zest. Copyright © 2019 Taylor & Francis Group, LLC.
Original languageEnglish
Pages (from-to)788-799
JournalEarly Education and Development
Volume30
Issue number6
Early online date07 Mar 2019
DOIs
Publication statusPublished - 2019

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Creativity
Hong Kong
Self Efficacy
self-efficacy
creativity
learning environment
childhood
Learning
teacher
Foster Home Care
education
questionnaire
Research
resources
Group

Citation

Cheung, S. K., Fong, R. W.-T., Leung, S. K. Y., & Ling, E. K.-W. (2019). The roles of Hong Kong preservice early childhood teachers’ creativity and zest in their self-efficacy in creating child-centered learning environments. Early Education and Development, 30(6), 788-799. doi: 10.1080/10409289.2019.1586224