Enhancing Chinese kindergarten teachers’ intention to implement early STEM activities /

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Student Theses

2025

Hu, Jialin

Hong Kong : The Education University of Hong Kong

Thesis

STEM (science, technology, engineering, and mathematics) education has gained increasing attention in early childhood education due to its role in fostering children’s inquiry-based learning, creativity, and problem-solving skills. However, kindergarten teachers in China face challenges in implementing early STEM activities due to limited pedagogical knowledge, inadequate professional development, and insufficient institutional support. This study investigates the factors influencing kindergarten teachers’ intention to implement STEM education, drawing on the theory of planned behavior (TPB) and employing a mixed-methods approach comprising three interrelated studies. Study 1 adopted a qualitative research design to explore the perspectives of kindergarten teachers regarding STEM education and identify the factors shaping their intention to implement STEM activities. Semi-structured interviews were conducted with 30 kindergarten teachers in Guangdong, China. Thematic analysis revealed key factors, including teachers’ attitudes, perceived behavioral control, subjective norms, challenges and difficulties in implementing STEM activities, STEM teaching knowledge, and creativity, which informed the design of the subsequent quantitative studies. Study 2 used a survey-based quantitative approach to examine the associations among kindergarten teachers’ attitudes, perceived behavioral control, subjective norms, creativity, STEM teaching knowledge, and facilitating conditions in relation to their intention to implement STEM education. Path analysis conducted with data from 876 kindergarten teachers showed that attitude was the most prominent factor linked to intention, followed by perceived behavioral control. Creativity, facilitating conditions, attitude, and perceived behavioral control were all closely associated with Chinese kindergarten teachers’ intention to implement STEM activities. Creativity emerged as a particularly important factor, demonstrating both direct and indirect associations with intention through attitude and perceived behavioral control. Study 3 employed a quasi-experimental design to assess the impact of kindergarten teachers’ professional development programs on their intention to implement STEM activities. Participants were assigned to one of three groups: a STEM knowledge–focused training group (Group S), a combined creativity and STEM knowledge training group (Group S-C), and a control group (Group C). Pre- and posttest analyses showed that the Group S-C training was the most effective in enhancing teachers’ attitudes, which in turn was associated with a stronger intention to implement STEM activities. The findings contribute to the extension of the TPB in the early childhood education context by integrating STEM teaching knowledge and creativity as crucial factors associated with teacher intention. Practically, the results highlight the need for professional development programs that not only enhance teachers’ STEM knowledge but also foster creativity to improve teaching strategies, thereby further strengthening teachers’ intention to implement STEM activities. The research provides evidence-based direction for future professional development programs related to STEM education, with the ultimate aim of achieving high-quality early childhood education

LG51.H43 Dr 2025eb Huj

https://educoll.lib.eduhk.hk/records/gDYBYu23