Inclusive Education Competency Among Preschool Teachers: An Empirical Study of the Mediating Role of Self-Development
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Abstract
Inclusive education has become a priority in early childhood education systems, as preschool classrooms have become increasingly diverse. Teachers are expected to demonstrate strong competencies in inclusive education. While previous research has emphasized the importance of teachers' inclusive education disposition and knowledge, empirical studies have not fully explored the mediating mechanisms through which these factors influence competency development. This study uses survey data from 770 in-service preschool teachers across 16 districts in Shanghai, China. This study examined the mediating role of self-development in the relationships among inclusive education disposition, knowledge, and competency. Structural equation modeling was employed to analyze direct and indirect effects. The results showed that inclusive education disposition and knowledge significantly predicted inclusive education competency, although their direct effects were relatively small (β = 0.084 and β = 0.180, respectively). More importantly, self-development, comprising self-planning, autonomous learning, and reflective practice, had the strongest effect on competency (β = 0.684) and significantly mediated these relationships, with indirect effects of β = 0.289 and β = 0.312, respectively. These findings highlight the importance of fostering continuous professional learning and reflective engagement among teachers to enhance the effectiveness of inclusive education. The study offers practical insights for teacher education programs and professional development initiatives, particularly in urban contexts, and may inform other developing education systems seeking to strengthen early childhood education through teacher competency development.
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บทความที่ได้รับการตีพิมพ์เป็นลิขสิทธิ์ของวารสาร สักทอง : วารสารมนุษยศาสตร์และสังคมศาสตร์ สถาบันวิจัยและพัฒนา มหาวิทยาลับราชภัฏกำแพงเพชร
ข้อคิดเห็นใดๆ ที่ปรากฎในวารสารเป็นวรรณกรรมของผู้เขียนโดยเฉพาะ ซึ่งมหาวิทยาลัยราชภัฏกำแพงเพชรและบรรณาธิการไม่จำเป็นต้องเห็นด้วย
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