Seeing the whole picture: Exploring the predictors of preschool teachers' intentions toward child-centred approach from a socio-psychological perspective

Abstract

This study was aimed to explore the determinants influencing teachers' intentions towards child-centred approach within an overarching model. An analytical process incorporating a structural equation model and multiple-indicators-multiple-cases procedure indicated that attitudes do not significantly impact teachers' intentions and indicated that external factors, such as social pressures play a more substantial role in shaping their intentions. Moreover, personal and situational factors affect teachers’ self-efficacy and intentions. This study enriches the existing literature by illuminating the significance of social pressure and self-efficacy in shaping teachers' intentions towards child-centred approach. These findings bear critical implications for school directors, policymakers, and professional development programs.