Adaptive Caregiving Beliefs and Professional Competence Among Chinese Childcare Center Teachers: A Moderated Mediation Model

ABSTRACT

Research Findings: A total of 4102 childcare center teachers were recruited to examine a moderated mediation model of the relationship between teachers’ adaptive caregiving beliefs and professional competence, using caregiving sensitivity as a mediator and organizational support as a moderator. Results indicated that (1) childcare center teachers’ adaptive caregiving beliefs were positively associated with their professional competence; (2) caregiving sensitivity mediated the relationship between adaptive caregiving beliefs and professional competence; and (3) perceived organizational support moderated the relationship between adaptive caregiving beliefs, caregiving sensitivity and professional competence. These findings are supported by social cognitive theory and provide new elements for the job demands-resources model as well. Practice or Policy: Our findings highlight possible avenues for interventions aimed at promoting professional competence in childcare center setting, such as improving teachers’ adaptive caregiving beliefs, caregiving sensitivity, and perceived organizational support.

Disclosure Statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This research was funded by Beijing Office for Education Sciences Planning- Key Topic of the 14th Five-Year Plan of Beijing Education Science [BAEA22005].