Impact of Professional Competency on Occupational Identity of Preschool Education Publicly Funded Teacher Trainees: The Moderating Role of Support from Significant Others DOI Open Access

Li Zhangpei,

Mengfan Liu, Junxiang Zhu

и другие.

Sustainability, Год журнала: 2024, Номер 17(1), С. 242 - 242

Опубликована: Дек. 31, 2024

This study investigates the impact of professional competencies (moral, knowledge, and skill) on occupational identity government-supported preschool teacher trainees examines moderating role support from significant others, including family, peers, mentors. A quantitative research methodology was employed, involving a cross-sectional survey 193 publicly funded trainees. Validated scales were used to measure competencies, identity, perceived support. The results revealed strong positive correlation between (r = 0.61, p < 0.01), supporting hypothesis that higher competency levels enhance trainees’ identity. Furthermore, others moderated this relationship, with level amplifying association (β 1.412, 0.01). These findings highlight interconnected nature social in shaping Based these results, it is recommended training programs integrate targeted competency-building strategies alongside structured systems formation. initiatives are critical for fostering sustainable development improving quality stability education.

Язык: Английский

Impact of Professional Competency on Occupational Identity of Preschool Education Publicly Funded Teacher Trainees: The Moderating Role of Support from Significant Others DOI Open Access

Li Zhangpei,

Mengfan Liu, Junxiang Zhu

и другие.

Sustainability, Год журнала: 2024, Номер 17(1), С. 242 - 242

Опубликована: Дек. 31, 2024

This study investigates the impact of professional competencies (moral, knowledge, and skill) on occupational identity government-supported preschool teacher trainees examines moderating role support from significant others, including family, peers, mentors. A quantitative research methodology was employed, involving a cross-sectional survey 193 publicly funded trainees. Validated scales were used to measure competencies, identity, perceived support. The results revealed strong positive correlation between (r = 0.61, p < 0.01), supporting hypothesis that higher competency levels enhance trainees’ identity. Furthermore, others moderated this relationship, with level amplifying association (β 1.412, 0.01). These findings highlight interconnected nature social in shaping Based these results, it is recommended training programs integrate targeted competency-building strategies alongside structured systems formation. initiatives are critical for fostering sustainable development improving quality stability education.

Язык: Английский

Процитировано

0