Exploring Patterns of Emotion-Focused Teaching Beliefs Among Chinese Preschool Teachers

• In Event: Sunday Roundtable Session 3:05 pm
  In Roundtable Session: Nurturing Educator Well-Being: Insights Into Practice, Professional Environment, and Beliefs (Table 31)

Abstract

Emotion-focused teaching in early childhood has gained increasing attention, as it is essential to children’s social-emotional development. However, little is known about how Chinese preschool teachers view children’s emotions and emotion-focused teaching. This study aimed to identify patterns of Chinese preschool teachers’ emotion-focused teaching beliefs using latent profile analyses. The study included 287 samples. Four distinct profiles of emotion-focused teaching beliefs emerged: the progressive beliefs profile, the moderate-positive and low-negative beliefs profile, the moderate beliefs profile, and the mixed beliefs profile. Teachers’ years of teaching experience and emotional intelligence could predict their profile memberships. The findings highlight the heterogeneity in Chinese preschool teachers' emotion-focused teaching beliefs and suggest the importance of designing individualized teacher training to promote positive emotion-focused teaching.

Authors

• Wenjing Dai, East China Normal University

• Lixin Ren, Xi'an Jiaotong-Liverpool University

• Chunyuan Xi, East China Normal University

• Jiayi Li, East China Normal University