Analyzing the Relationship Among Preschool Teachers’ Teaching Concept, Teaching Behavior, and Teaching Efficacy — A Study of Six Kindergartens in Shenzhen, China

Abstract

As the foundation of education, early childhood education has become a strategic focus of new curriculum reform in Shenzhen, China. In this study, 350 preschool teachers in Shenzhen were selected as research participants. Data were collected by means of three questionnaires: (1) Preschool Teachers’ Teaching Concept Scale, (2) Preschool Teachers’ Teaching Behavior Scale, and (3) Preschool Teachers’ Teaching Efficacy Scale , There is a significant positive correlation between teaching concept, teaching behavior and teaching efficacy of preschool teachers. Teaching concept and teaching behavior can significantly positively predict teaching efficacy. Therefore,\xa0reform of them\xa0are\xa0key factors in preschool teaching.