A study on the willingness of publicly-funded teacher trainees in preschool education to teach in western ethnic minority areas--a chain-mediated model
Vol 7, Issue 3, 2024
VIEWS - 22 (Abstract) 17 (PDF)
Abstract
quality of their training and effectively achieve the goal of cultivating local talents. A total of 568 public-funded preschool normal students
from Province X were measured using the Motivation for Enrolling Scale, Education Quality Satisfaction Scale, and Education Quality Satisfaction Scale. A total of 568 public-funded preschool normal students from Province X were measured using the Motivation for Enrolling
Scale, Education Quality Satisfaction Scale, Willingness to Teach Scale, and Cultural Identity Scale. The study found significant correlations
among motivation for enrolling, education quality satisfaction, cultural identity, and willingness to teach. The study found significant correlations among motivation for enrolling, education quality satisfaction, cultural identity, and willingness to teach. Western region’s public-funded preschool normal students can indirectly influence their willingness to teach through the chain-mediated role of education quality satisfaction, cultural identity, and willingness to teach. Western region’s public-funded preschool normal students can indirectly influence their
willingness to teach through the chain-mediated role of education quality satisfaction and cultural identity.
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DOI: https://doi.org/10.18686/ijmss.v7i3.5069
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