Pre-Service Early Childhood Education Teachers’ Self-Efficacy, Emotion Regulation Strategies, and Responsiveness to Children’s Emotions: A Latent Profile Approach

Abstract

Research Findings: Pre-service early childhood education (ECE) teachers face significant structural challenges in supporting children’s emotional development, particularly in low-resource areas of China. Systemic constraints, including limited teacher preparation resources and challenging working conditions, create barriers that affect teachers’ well-being and responsiveness to children’s emotional needs. To better understand teachers’ well-being and practice characteristics, this study examined 1,783 pre-service ECE teachers from less-competitive colleges in an economically underdeveloped and ethnically diverse Chinese province. Using latent profile analysis, we explored variations in teachers’ self-efficacy, emotion regulation strategies, and responsiveness to children’s negative emotions, identifying four distinct profiles: (1) “High Self-efficacy and Positive Responsiveness” (7.8%), (2) “Low Emotion Regulation Strategies and Negative Responsiveness” (6.4%), (3) “Low Self-efficacy and Negative Responsiveness” (60.5%), and (4) “High Emotion Regulation Strategies and Negative Reactions” (25.4%). We employed non-parametric tests to examine differences across academic background and contextual factors (internship institution types, internship duration, and perceived work climate) among the identified profiles. This person-centered approach highlights distinct profiles with unique risks and needs in low-resource settings. Practice or Policy: Our findings emphasize the need for tailored interventions to enhance self-efficacy and emotional regulation strategies. Policymakers should also create supportive, inclusive work environments and avoid rigid professional standards that harm teacher resilience and instructional quality.