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<p>High-quality teacher–child interaction is a critical component of current preschool education reform. However, pre-service preschool teachers often face challenges in developing this competence during practice. Moving beyond traditional behavioral training paradigms, this study integrates perspectives from Social Cognitive Theory and Positive Psychology to propose a dual-path model wherein professional perception influences teacher–child interaction via teacher efficacy. Data analysis from questionnaires administered to 350 senior pre-service preschool teachers in Chinese universities revealed that: (1) Professional perception significantly predicted teacher–child interaction competence; (2) Teacher efficacy played a crucial partially mediating role in this relationship, confirming its function as a psychological mechanism bridging cognition and practice. Furthermore, unexpected patterns of gender differences were observed, accompanied by significant educational level effects. The findings underscore the necessity of deeply integrating the construction of professional perception with the cultivation of teacher efficacy in pre-service teacher education. This integration is vital for translating theory into high-quality practice and offers theoretical underpinnings and practical pathways for optimizing preschool teacher preparation.</p>

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Pathways to Quality: Teacher Efficacy Mediates Professional Perceptions’ Impact on Teacher–Child Interactions

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年11月17日

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  • Jing Ning,
  • Hyejin Jang

摘要

High-quality teacher–child interaction is a critical component of current preschool education reform. However, pre-service preschool teachers often face challenges in developing this competence during practice. Moving beyond traditional behavioral training paradigms, this study integrates perspectives from Social Cognitive Theory and Positive Psychology to propose a dual-path model wherein professional perception influences teacher–child interaction via teacher efficacy. Data analysis from questionnaires administered to 350 senior pre-service preschool teachers in Chinese universities revealed that: (1) Professional perception significantly predicted teacher–child interaction competence; (2) Teacher efficacy played a crucial partially mediating role in this relationship, confirming its function as a psychological mechanism bridging cognition and practice. Furthermore, unexpected patterns of gender differences were observed, accompanied by significant educational level effects. The findings underscore the necessity of deeply integrating the construction of professional perception with the cultivation of teacher efficacy in pre-service teacher education. This integration is vital for translating theory into high-quality practice and offers theoretical underpinnings and practical pathways for optimizing preschool teacher preparation.