Impact of learning motivation self efficacy and professional identification on teachers pedagogical content knowledge with competency as the mediator among preservice preschool teachers in vocational colleges in Gansu China

Ying, Li

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Type :	Thesis
Subject :	LB Theory and practice of education
Main Author :	Ying, Li
Additional Authors :	Loy Chee Luen
Title :	Impact of learning motivation self efficacy and professional identification on teachers pedagogical content knowledge with competency as the mediator among preservice preschool teachers in vocational colleges in Gansu China
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Place of Production :	Tanjong Malim
Publisher :	Fakulti Pembangunan Manusia
Year of Publication :	2025
Corporate Name :	Perpustakaan Tuanku Bainun
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Abstract : Perpustakaan Tuanku Bainun

This study investigates the impact of learning motivation, professional identity, and self-efficacy on the pedagogical content knowledge (PCK) of preservice preschool teachers and the mediating effect of competence in vocational colleges in Gansu, China. Specifically, it aims to assess the direct effects of these three factors on PCK and competence, determine the mediating role of competence in these relationships, identify the strongest predictors of PCK, and understand preservice teachers_ perceptions of their training. A mixed-methods design was employed, whereby quantitative data were collected by administering 400 questionnaires, which yielded 382 valid responses from five vocational colleges. Conversely, qualitative data were gathered through semistructured interviews with 15 respondents. Quantitative analysis was conducted using SPSS and Hayes_ PROCESS macro, while the qualitative data was thematically analysed. The findings revealed that learning motivation, self-efficacy, professional identity, and competence significantly and positively affect PCK. Self-efficacy emerged as the strongest predictor of PCK (_=0.412, p

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