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Preschool teachers’ emotional competence and teacher self-efficacy towards preschool performance in Zhejiang Province of China

This study investigates the interplay between emotional competence, self-efficacy, and teaching experience in determining preschool teachers’ performance. Drawing on Bandura’s Theory of Self-Efficacy, Goleman’s Emotional Intelligence Theory, and Bronfenbrenner’s Ecological Systems Theory, the resear...

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Main Authors: Ye, Xiaolu, Ahmad, Nor Aniza, Burhanuddin, Nur Aimi Nasuha, Na, Meng, Li, Danwei
Format: Article
Language:English
Published: Multidisciplinary Digital Publishing Institute (MDPI) 2024
Online Access:http://psasir.upm.edu.my/id/eprint/113407/1/113407.pdf
http://psasir.upm.edu.my/id/eprint/113407/
https://www.mdpi.com/2076-328X/14/4/280
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spelling my.upm.eprints.1134072024-11-22T08:22:51Z http://psasir.upm.edu.my/id/eprint/113407/ Preschool teachers’ emotional competence and teacher self-efficacy towards preschool performance in Zhejiang Province of China Ye, Xiaolu Ahmad, Nor Aniza Burhanuddin, Nur Aimi Nasuha Na, Meng Li, Danwei This study investigates the interplay between emotional competence, self-efficacy, and teaching experience in determining preschool teachers’ performance. Drawing on Bandura’s Theory of Self-Efficacy, Goleman’s Emotional Intelligence Theory, and Bronfenbrenner’s Ecological Systems Theory, the research employs a quantitative approach, analyzing responses from preschool teachers in Zhejiang province, China. Key findings reveal that emotional competence significantly predicts teachers’ performance and self-efficacy, with self-efficacy further mediating this relationship. Interestingly, while teaching experience moderates the impact of emotional competence on self-efficacy, it does not significantly influence the relationship between self-efficacy and teaching performance. The study underscores the critical role of emotional competence in teaching efficacy and highlights the complexity of how teaching experience interacts with these dynamics. These insights are crucial for developing targeted interventions in teacher training programs, emphasizing emotional skills and self-belief as key drivers of effective teaching in early-childhood education. Multidisciplinary Digital Publishing Institute (MDPI) 2024-03-28 Article PeerReviewed text en cc_by_4 http://psasir.upm.edu.my/id/eprint/113407/1/113407.pdf Ye, Xiaolu and Ahmad, Nor Aniza and Burhanuddin, Nur Aimi Nasuha and Na, Meng and Li, Danwei (2024) Preschool teachers’ emotional competence and teacher self-efficacy towards preschool performance in Zhejiang Province of China. Behavioral Sciences, 14 (4). art. no. 280. pp. 1-26. ISSN 2076-328X; eISSN: 2076-328X https://www.mdpi.com/2076-328X/14/4/280 10.3390/bs14040280
institution Universiti Putra Malaysia
building UPM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Putra Malaysia
content_source UPM Institutional Repository
url_provider http://psasir.upm.edu.my/
language English
description This study investigates the interplay between emotional competence, self-efficacy, and teaching experience in determining preschool teachers’ performance. Drawing on Bandura’s Theory of Self-Efficacy, Goleman’s Emotional Intelligence Theory, and Bronfenbrenner’s Ecological Systems Theory, the research employs a quantitative approach, analyzing responses from preschool teachers in Zhejiang province, China. Key findings reveal that emotional competence significantly predicts teachers’ performance and self-efficacy, with self-efficacy further mediating this relationship. Interestingly, while teaching experience moderates the impact of emotional competence on self-efficacy, it does not significantly influence the relationship between self-efficacy and teaching performance. The study underscores the critical role of emotional competence in teaching efficacy and highlights the complexity of how teaching experience interacts with these dynamics. These insights are crucial for developing targeted interventions in teacher training programs, emphasizing emotional skills and self-belief as key drivers of effective teaching in early-childhood education.
format Article
author Ye, Xiaolu
Ahmad, Nor Aniza
Burhanuddin, Nur Aimi Nasuha
Na, Meng
Li, Danwei
spellingShingle Ye, Xiaolu
Ahmad, Nor Aniza
Burhanuddin, Nur Aimi Nasuha
Na, Meng
Li, Danwei
Preschool teachers’ emotional competence and teacher self-efficacy towards preschool performance in Zhejiang Province of China
author_facet Ye, Xiaolu
Ahmad, Nor Aniza
Burhanuddin, Nur Aimi Nasuha
Na, Meng
Li, Danwei
author_sort Ye, Xiaolu
title Preschool teachers’ emotional competence and teacher self-efficacy towards preschool performance in Zhejiang Province of China
title_short Preschool teachers’ emotional competence and teacher self-efficacy towards preschool performance in Zhejiang Province of China
title_full Preschool teachers’ emotional competence and teacher self-efficacy towards preschool performance in Zhejiang Province of China
title_fullStr Preschool teachers’ emotional competence and teacher self-efficacy towards preschool performance in Zhejiang Province of China
title_full_unstemmed Preschool teachers’ emotional competence and teacher self-efficacy towards preschool performance in Zhejiang Province of China
title_sort preschool teachers’ emotional competence and teacher self-efficacy towards preschool performance in zhejiang province of china
publisher Multidisciplinary Digital Publishing Institute (MDPI)
publishDate 2024
url http://psasir.upm.edu.my/id/eprint/113407/1/113407.pdf
http://psasir.upm.edu.my/id/eprint/113407/
https://www.mdpi.com/2076-328X/14/4/280
_version_ 1817844633092227072
score 13.222552

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