What facilitates kindergarten teachers’ intentions to implement play-based learning?

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

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1 Citation (Scopus)

Abstract

This study examined kindergarten teachers’ behavioural intentions to implement play-based learning and its relationship to two types of facilitating factors: organisational (i.e., instructional leadership and trust in colleagues) and individual (i.e., teacher self-efficacy). Structural equation modelling examining the direct and mediating effects was conducted on data collected from 542 Hong Kong kindergarten teachers. The results showed that principal instructional leadership was positively associated with teachers’ intentions to implement play-based learning directly and indirectly through trust in colleagues and teacher self-efficacy. Teachers with higher efficacious beliefs showed more active intentions to implement play-based learning. These findings highlight the importance of creating conducive organisational conditions and enhancing teacher self-efficacy for the implementation of play-based learning in kindergartens. Copyright © 2021 The Author(s), under exclusive licence to Springer Nature B.V.
Original languageEnglish
JournalEarly Childhood Education Journal
Early online date22 Mar 2021
DOIs
Publication statusE-pub ahead of print - 22 Mar 2021

Citation

Yin, H., Keung, C. P. C., & Tam, W. W. Y. (2021). What facilitates kindergarten teachers’ intentions to implement play-based learning? Early Childhood Education Journal. Advance online publication. doi: 10.1007/s10643-021-01176-3

Keywords

  • Teacher intention
  • Instructional leadership
  • Trust in colleagues
  • Teacher self-effcacy
  • Play-based learning
  • Kindergarten education

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