Perceived organisational learning and professional development of kindergarten teacher in China: The mediating role of teacher efficacy

Abstract

It is evident that early childhood teachers' professional development forms the foundation for maintaining the quality of early childhood education. Therefore, the purpose of this study is to assess the impact of Chinese kindergarten teachers' perceptions of organizational learning on their professional development and sense of teacher efficacy. The primary data were collected through a questionnaire survey of kindergarten teachers, with 553 valid responses analyzed. The results indicate that teachers from private kindergartens exhibit higher levels of professional development compared to those from public institutions. Additionally, teachers aged 50 and above demonstrate significantly higher professional development levels than those aged 18-25. Teachers holding a bachelor's degree or higher show markedly greater professional development than those with a junior college degree or lower. Furthermore, teachers with over ten years of teaching experience display higher professional development levels than those with less than one year of experience. The perception of organizational learning has a significant and positive impact on both professional development and teacher efficacy. Moreover, teacher efficacy positively influences professional development and mediates the relationship between organizational learning and professional development. These findings provide practical guidance for kindergarten administrators in designing organizational learning environments, establishing teacher learning communities, and supporting reflective teaching and professional growth.