Rad Dana, Redeș Adela, Roman Alina, Egerău Anca, Lile Raul, Demeter Edgar, Dughi Tiberiu, Ignat Sonia, Balaș Evelina, Maier Roxana, Kiss Csaba, Mărineanu Vasile, Bocoș Mușata, Bâtcă-Dumitru Graziella Corina, Cuc Lavinia Denisia, Vancu Gabriela, Rad Gavril, Chiș Roxana
Faculty of Educational Sciences, Psychology and Social Sciences, Center of Research Development and Innovation in Psychology, Aurel Vlaicu University of Arad, Arad, Romania.
Academia Oamenilor de Știință din Romania, Bucharest, Romania.
Front Psychol. 2023 Jan 9;13:1017011. doi: 10.3389/fpsyg.2022.1017011. eCollection 2022.
Predicting preschool teachers' intention to adopt qualitative and inclusive early childhood intentional behaviors represents an important research field. The objective of this research is first to develop and validate a scale to assess the integrative-qualitative intentional behavior (IQIB-ECEC) of preschool teachers in order to achieve SDG4.2's objective of ensuring that all children have access to high-quality pre-primary education and then to systemically analyze the relationship between variables with Network Analysis. The theory of planned behavior (TPB) describes key individual beliefs (attitudes, subjective norms, and perceived behavior control) that affect people's intentions to engage in a certain conduct and has previously been used with success in evaluating people's intentions to adopt a certain behavior. This research represents one of the first Romanian attempts to use the theory of planned behavior to study the Integrative-Qualitative Intentional Behavior in Romanian Preschool Education and systemically analyze results with Network Analysis approach. This study used a randomized 300 Romanian preschool teachers enrolled in a National Training Program entitled Qualitative and Inclusive Early Childhood Education managed by the Romanian Educational Ministry. Data were collected an online questionnaire. The scale validation followed a confirmatory factor analysis (CFA). The fitting of the IQIB-ECEC 19-item scale showed that all coefficients CFI (0.942), TLI (0.920), SRMR (0.0452), and RMSEA (0.0451) bring strong evidence in the favor of the statistical validity of the scale. The final IQIB-ECEC 19 items and 8 factors scale obtained a Cronbach's alpha of 0.77. The systemic Network Analysis approach was used in interpreting data. The centrality of the network model was further investigated and the clustering coefficients index were calculated. According to the results, perceived power/control beliefs and behavioral intention were detected as the most important dimensions, whereas behavioral beliefs were less important. These findings were discussed in terms of their theoretical and practical significance.
预测学前教师采用定性和包容性幼儿期意向行为的意愿是一个重要的研究领域。本研究的目的首先是开发并验证一个量表，以评估学前教师的综合定性意向行为（IQIB-ECEC），从而实现可持续发展目标4.2中确保所有儿童都能接受高质量学前教育这一目标，然后运用网络分析系统地分析变量之间的关系。计划行为理论（TPB）描述了影响人们参与某种行为意愿的关键个人信念（态度、主观规范和感知行为控制），此前已成功用于评估人们采用某种行为的意愿。本研究是罗马尼亚首次尝试运用计划行为理论来研究罗马尼亚学前教育中的综合定性意向行为，并采用网络分析方法系统地分析结果。本研究使用了随机抽取的300名参加由罗马尼亚教育部管理的名为“定性和包容性幼儿教育”的国家培训项目的罗马尼亚学前教师。数据通过在线问卷收集。量表验证采用了验证性因素分析（CFA）。IQIB-ECEC 19项量表的拟合结果显示，所有系数CFI（0.942）、TLI（0.920）、SRMR（0.0452）和RMSEA（0.0451）都有力地证明了该量表的统计有效性。最终的IQIB-ECEC 19项8因素量表的克朗巴哈系数为0.77。运用系统网络分析方法来解释数据。进一步研究了网络模型的中心性并计算了聚类系数指数。根据结果，感知权力/控制信念和行为意愿被检测为最重要的维度，而行为信念则不太重要。从理论和实践意义方面对这些发现进行了讨论。
