Profiles of teacher-child interaction quality in preschool classrooms and teachers’ professional competence features

Abstract

This paper investigates early childhood education (ECE) teachers’ self-reported and observed teacher-child interaction quality (TIQ) and the associated teachers’ professional competence features using a latent profile analysis (LPA) approach to identify the variations in the quality of classroom experiences in Chinese preschools. A total of 164 female preschool teachers aged 20–58 participated in this study. The analysis and discussions focus on four identified profiles of teachers: low-quality teachers (n = 9) characterised by lowest scores in both observational and self-reported TIQ; self-overestimated teachers (n = 59) with relatively low observed CLASS scores but high self-reported TIQ; self-underestimated teachers (n = 76) scoring relatively high in observed TIQ but low in self-assessed TIQ and low-level self-efficacy; and genuine high-quality teachers (n = 20) rated highest in both observational and self-reported TIQ. Findings on specific educational and psychological characteristics of the four profiles of teachers that we have identified through an LPA provide insights into teacher training in China.

Keywords:

• Early childhood education
• teacher-child interaction quality
• professional competence
• latent profile analysis
• China

Acknowledgement

The research was supported by the project ‘An Investigation of an Innovative Professional Development Model and its Effectiveness for Improving Early Childhood Program Quality and Enhancing Children’s Learning and Development.’ (University of Macau Multi-Year Research Grant; MYRG2Ol5-00157-FED) The authors of this paper deeply appreciate the support.