ArticleFrontiers in psychology2022
Structural model and characteristics of kindergarten teachers' occupational beliefs in China: A grounded theory approach.
Article in Frontiers in psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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2 citing papers in PubMed.
- A new health literacy scale for staff in preschool childcare institution: development and preliminary validation.BMC public health · 2025Article
- The Analysis of Residents' Intention to Consume Pre-Made Dishes in China: A Grounded Theory.Foods (Basel, Switzerland) · 2023Article
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5 authors.
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Abstract
To explore the characteristics of kindergarten teachers' occupational beliefs in China, 24 public and private kindergarten teachers were interviewed, their teaching was observed, and teaching reflection notes and educational essays were collected. A structural model was subsequently developed. Based on grounded theory, the information was coded at three levels and tested for theoretical saturation. The results demonstrated that the occupational beliefs of kindergarten teachers consisted of occupational cognition, occupational endurance, occupational expectation, and occupational intention, and these four core elements were not independent. Although there were characteristics common to public and private kindergarten teachers' occupational beliefs, they also had distinct characteristics. The occupational beliefs of public kindergarten teachers were relatively stable, yet those of private kindergarten teachers were not. Moreover, most public kindergarten teachers were willing to stay in their teaching jobs. These findings reveal the composition and characteristics of Chinese kindergarten teachers' occupational beliefs and the relationship between kindergarten teachers' turnover and occupational beliefs.
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