Internship-Derived Profiles of Preservice ECE (Early Childhood Education) Teachers' Teaching Responsiveness and Psychological Well-Being Associated Work Climate

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Abstract

Investigating how pre-service teachers’ classroom responsiveness and psychological well-being (e.g., teaching efficacy and emotional status) in low-resource regions could contribute to retaining teacher resources in local communities. We recruited 1269 pre-service teachers from 63 classes of non-top-tier institutions in southwest China. Latent Profile Analysis revealed five profiles based on their classroom responsiveness and psychological characteristics. We then compared the five groups in internship-related variables, including internship duration, grade, institution, and perceived work climate. Findings indicated significant differences in the match between expected and actual work climate among the five groups, while other variables showed no significant differences. Finally, we discussed the implications of bridging the gap between perceptions of reality and ideal internships.

Authors

• Xuerong Wang, Chinese University of Hong Kong

• Lu Zhang, Yunnan Technology and Business University

• Si Chen, The Chinese University of Hong Kong

• Haihong Shi, Dehong Teacher's College