Holistic Competencies of Chinese Preschool Teachers: Psychological, Physical, and Educational Dimensions

Authors

  • Qian Wang Institute for Advanced Studies Universiti Malaya, 50603 Kuala Lumpur Federal Territory of Kuala Lumpur, Malaysia
  • MohdNazri Abdul Rahman Department of Educational Psychology & Counseling Faculty of Education Universiti Malaya, 50603 Kuala Lumpur Federal Territory of Kuala Lumpur, Malaysia
  • Amira Najiha Yahya Faculty of Education Universiti Malaya, 50603 Kuala Lumpur Federal Territory of Kuala Lumpur, Malaysia
  • Xinyue Zhang Institute for Advanced Studies Universiti Malaya, 50603 Kuala Lumpur Federal Territory of Kuala Lumpur, Malaysia
  • Nina Wang Department of Educational Psychology & Counseling Faculty of Education Universiti Malaya, 50603 Kuala Lumpur Federal Territory of Kuala Lumpur, Malaysia

DOI:

https://doi.org/10.3145/epi.20243.ene.0409

Keywords:

Preschool Teachers, Holistic Competencies, Psychological Competencies, Physical Health, Educational Effectiveness.

Abstract

Preschool teacher training and development addresses the multiplicity of domains and competence areas important in the general development of young children. The psychological, physical and pedagogical aspects of holistic capabilities of preschool teachers have been discussed in this study carried out in China. The research utilized the Partial Least Squares Structural Equation Modeling (PLS-SEM) as well as a quantitative approach in collecting information from 325 preschool teachers located in different regions. Consequently, it is clear that there are significant relationships among the competences: psychological competences like stress management and emotional intelligence have an acceptable influence on educational and physical competences as well. Teachers’ energy levels and physical health greatly affect their efficiency at teaching their pupils. These results emphasize the importance of an integrated approach to pedagogical development involving professional, emotional and psychical training for better instruction provision. This paper also underlines correlations between various capabilities, which is congruent with Gardner’s Theory of Multiple Intelligences and Bronfenbrenner’s Ecological Systems Theory. Some suggestions include creating inclusive teacher education programs; developing inspiring work settings; starting health initiative programs among others. Hence policy decision makers can understand that massive needs have to be met by facilitating holistic programmatic growths whilst rewarding continuous professional development in academics field. This study provides imperative insights into the diverse responsibilities of preschool teachers and lays the groundwork for future research probing longitudinal consequences and objective measures of teacher competence, despite its reliance on self-report data and a narrow geographic emphasis

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Published

2024-11-10

How to Cite

Qian Wang, MohdNazri Abdul Rahman, Amira Najiha Yahya, Xinyue Zhang, & Nina Wang. (2024). Holistic Competencies of Chinese Preschool Teachers: Psychological, Physical, and Educational Dimensions. Profesional De La información, 33(4). https://doi.org/10.3145/epi.20243.ene.0409

Issue

Section

Research articles