INVESTIGATING THE ASSOCIATION BETWEEN EARLY CHILDHOOD EDUCATION TEACHERS' PROFESSIONAL DEVELOPMENT AND PRESCHOOL CHILDREN'S WELL-BEING: THE MEDIATING ROLE OF TEACHER-CHILD INTERACTION
Tailored professional development programs for early childhood educators aim to refine skills and pedagogical approaches, fostering comprehensive child development. Despite its recognized importance, understanding the precise impact of professional development on children's well-being requires exploration. In the Chinese early childhood education context, intricate relationships between teacher professional development, teacher-child interactions, self-efficacy, and preschoolers' well-being necessitate empirical investigation. Through quantitative analysis, this study explored correlations between early childhood education teacher professional development, teacher-child interactions, self-efficacy, and preschoolers' well-being. Results show enhanced relationships and self-efficacy due to professional development, with significant mediation through teacher-child interactions. The moderating role of instructor experience on development effects was highlighted. This research, involving 230 Chinese early childhood educators, underscores the importance of nurturing educators' growth. By unveiling connections between professional development, interactions, and well-being, the study offers insights for refining educational practices.
Early Childhood Education; Teacher Professional Development; Preschool Children Well-Being; Teacher-Child Interaction; Teacher Self-Efficacy