ArticleBehavioral sciences (Basel, Switzerland)2024
Preschool Teachers' Emotional Competence and Teacher Self-Efficacy towards Preschool Performance in Zhejiang Province of China.
Article in Behavioral sciences (Basel, Switzerland), 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
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Who cites it
7 citing papers in PubMed, 16 citations in OpenAlex.
- Dark Emotions Are Not Always Bad: The Role of Emotions and Professional Training in Predicting Patterns of Engagement and Burnout Among Preschool Teachers.Journal of Intelligence · 2026Article
- Innovative teaching as a bridge: linking emotional intelligence to employee performance in Chinese junior middle schools.BMC psychology · 2026Article
- Teaching Experience Correlates with Enhanced Social Cognition in Preschool Teachers.Journal of Intelligence · 2026Article
- Exploring the relationship between Chinese physical education student teachers' teacher identity and their interactions with cooperating teachers.Frontiers in psychology · 2026Article
- The effects of preschool teacher's perceived social support on autonomous motivation in China: the mediating role of emotional competence.Frontiers in psychology · 2026Article
- Economics Teachers' Emotional Intelligence and Self-Efficacy: A Moderated Mediation Model Using PLS-SEM.Brain and behavior · 2025Article
- A Network Analysis of Emotional Intelligence in Chinese Preschool Teachers.Behavioral sciences (Basel, Switzerland) · 2024Article
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Authors and funding
5 authors at 2 institutions in 1 country.
Funding
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Abstract
This study investigates the interplay between emotional competence, self-efficacy, and teaching experience in determining preschool teachers' performance. Drawing on Bandura's Theory of Self-Efficacy, Goleman's Emotional Intelligence Theory, and Bronfenbrenner's Ecological Systems Theory, the research employs a quantitative approach, analyzing responses from preschool teachers in Zhejiang province, China. Key findings reveal that emotional competence significantly predicts teachers' performance and self-efficacy, with self-efficacy further mediating this relationship. Interestingly, while teaching experience moderates the impact of emotional competence on self-efficacy, it does not significantly influence the relationship between self-efficacy and teaching performance. The study underscores the critical role of emotional competence in teaching efficacy and highlights the complexity of how teaching experience interacts with these dynamics. These insights are crucial for developing targeted interventions in teacher training programs, emphasizing emotional skills and self-belief as key drivers of effective teaching in early-childhood education.
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