Organizational climate of kindergartens and teacher professional learning: mediating effect of teachers’ collective efficacy and moderating effect of mindfulness in teaching
IntroductionThis study was aimed at testing a moderated mediation model of teaching mindfulness and teachers’ collective efficacy in the relationships between the organizational climate of kindergartens and teacher professional learning.MethodsA sample of 1,095 kindergarten teachers completed self-r...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2024-04-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2024.1287703/full |
| _version_ | 1797216583415758848 |
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| author | Shuang Hao Dongqing Yu Lisha Fu |
| author_facet | Shuang Hao Dongqing Yu Lisha Fu |
| author_sort | Shuang Hao |
| collection | DOAJ |
| description | IntroductionThis study was aimed at testing a moderated mediation model of teaching mindfulness and teachers’ collective efficacy in the relationships between the organizational climate of kindergartens and teacher professional learning.MethodsA sample of 1,095 kindergarten teachers completed self-report questionnaires assessing their perceptions of the organizational climate of kindergartens, collective efficacy, teaching mindfulness, and professional learning.ResultsControlling for teaching experience and kindergarten level, the results show that kindergarten organizational climate significantly and positively predicted teacher professional learning and the collective efficacy of teachers played a partial mediating role between them.Furthermore, moderation analysis revealed that teaching mindfulness moderated the relationship between kindergarten organizational climate and teacher professional learning.DiscussionThese results expand our understanding of how the organizational climate of kindergartens affects teacher professional learning. In practice, professional learning of kindergarten teachers can be facilitated by creating an open organizational climate and improving their ability to perceive the collective. Furthermore, the moderating role of teaching mindfulness suggests that intervening in teachers’ teaching mindfulness possibly is an influential way to maximize the impact of kindergarten organizational climate on professional learning. |
| first_indexed | 2024-04-24T11:48:16Z |
| format | Article |
| id | doaj.art-aa2442d341b24784bd421c6814d27b5c |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-04-24T11:48:16Z |
| publishDate | 2024-04-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-aa2442d341b24784bd421c6814d27b5c2024-04-09T08:59:44ZengFrontiers Media S.A.Frontiers in Psychology1664-10782024-04-011510.3389/fpsyg.2024.12877031287703Organizational climate of kindergartens and teacher professional learning: mediating effect of teachers’ collective efficacy and moderating effect of mindfulness in teachingShuang HaoDongqing YuLisha FuIntroductionThis study was aimed at testing a moderated mediation model of teaching mindfulness and teachers’ collective efficacy in the relationships between the organizational climate of kindergartens and teacher professional learning.MethodsA sample of 1,095 kindergarten teachers completed self-report questionnaires assessing their perceptions of the organizational climate of kindergartens, collective efficacy, teaching mindfulness, and professional learning.ResultsControlling for teaching experience and kindergarten level, the results show that kindergarten organizational climate significantly and positively predicted teacher professional learning and the collective efficacy of teachers played a partial mediating role between them.Furthermore, moderation analysis revealed that teaching mindfulness moderated the relationship between kindergarten organizational climate and teacher professional learning.DiscussionThese results expand our understanding of how the organizational climate of kindergartens affects teacher professional learning. In practice, professional learning of kindergarten teachers can be facilitated by creating an open organizational climate and improving their ability to perceive the collective. Furthermore, the moderating role of teaching mindfulness suggests that intervening in teachers’ teaching mindfulness possibly is an influential way to maximize the impact of kindergarten organizational climate on professional learning.https://www.frontiersin.org/articles/10.3389/fpsyg.2024.1287703/fullkindergartenorganizational climateteacher professional learningcollective efficacymindfulness in teachingmoderated mediation |
| spellingShingle | Shuang Hao Dongqing Yu Lisha Fu Organizational climate of kindergartens and teacher professional learning: mediating effect of teachers’ collective efficacy and moderating effect of mindfulness in teaching Frontiers in Psychology kindergarten organizational climate teacher professional learning collective efficacy mindfulness in teaching moderated mediation |
| title | Organizational climate of kindergartens and teacher professional learning: mediating effect of teachers’ collective efficacy and moderating effect of mindfulness in teaching |
| title_full | Organizational climate of kindergartens and teacher professional learning: mediating effect of teachers’ collective efficacy and moderating effect of mindfulness in teaching |
| title_fullStr | Organizational climate of kindergartens and teacher professional learning: mediating effect of teachers’ collective efficacy and moderating effect of mindfulness in teaching |
| title_full_unstemmed | Organizational climate of kindergartens and teacher professional learning: mediating effect of teachers’ collective efficacy and moderating effect of mindfulness in teaching |
| title_short | Organizational climate of kindergartens and teacher professional learning: mediating effect of teachers’ collective efficacy and moderating effect of mindfulness in teaching |
| title_sort | organizational climate of kindergartens and teacher professional learning mediating effect of teachers collective efficacy and moderating effect of mindfulness in teaching |
| topic | kindergarten organizational climate teacher professional learning collective efficacy mindfulness in teaching moderated mediation |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2024.1287703/full |
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