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ERIC Number: EJ1420566
Record Type: Journal
Publication Date: 2024
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1040-9289
EISSN: EISSN-1556-6935
Adaptive Caregiving Beliefs and Professional Competence among Chinese Childcare Center Teachers: A Moderated Mediation Model
Xiumin Hong; Sijie Zhao; Qiongyi Shan
Early Education and Development, v35 n4 p824-842 2024
Research Findings: A total of 4102 childcare center teachers were recruited to examine a moderated mediation model of the relationship between teachers' adaptive caregiving beliefs and professional competence, using caregiving sensitivity as a mediator and organizational support as a moderator. Results indicated that (1) childcare center teachers' adaptive caregiving beliefs were positively associated with their professional competence; (2) caregiving sensitivity mediated the relationship between adaptive caregiving beliefs and professional competence; and (3) perceived organizational support moderated the relationship between adaptive caregiving beliefs, caregiving sensitivity and professional competence. These findings are supported by social cognitive theory and provide new elements for the job demands-resources model as well. Practice or Policy: Our findings highlight possible avenues for interventions aimed at promoting professional competence in childcare center setting, such as improving teachers' adaptive caregiving beliefs, caregiving sensitivity, and perceived organizational support.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A