Development and Validation of Chinese Kindergarten Teachers’ Learning and Development Scale

Abstract

This study examined Chinese kindergarten teachers’ learning and development (CKTLD) using a newly developed and validated instrument, the CKTLD scale. Altogether, 1170 kindergarten teachers who were randomly sampled from ten provinces in China participated in the survey. First, exploratory and confirmatory factor analyses confirmed a seven-factor structure: motivation, information literacy, cultural literacy, reflection, career planning, teacher collaboration, and belief and mission, thereby indicating that the CKTLD scale was reliable and valid. Second, descriptive statistics showed that the overall status of kindergarten teachers’ learning and development was below average in China; meanwhile, the level of motivation ranked the highest, while that of information literacy and cultural literacy were lower. Third, hierarchical regression analysis revealed that job position and teaching experience were critical predictors of teachers’ learning and development, after controlling for personal and family factors. The findings indicate the necessity of reforming teacher education and providing school support to enhance kindergarten teachers’ learning and development. Further, this study broadens the research framework and provides a valuable tool with which to evaluate kindergarten teachers’ learning and development in China and other countries.