FACTORS INFLUENCING PRESCHOOL TEACHERS' SELF -EFFICACY IN ORGANIZING SCIENCE EXPLORATION ACTIVITIES THROUGH THE INQUIRY-BASED APPROACH
DOI:
https://doi.org/10.18173/2354-1075.2024-0077Keywords:
Early childhood education, inquiry-based learning, science exploration, self-efficacy, teacherAbstract
This study aimed to explore factors influencing preschool teachers' self-efficacy in organizing scientific exploration activities for preschool children using an inquiry-based learning approach. The Partial Least Squares Structural Equation Modeling (PLS-SEM) method was employed to analyze survey data from 137 teachers to test the research hypotheses. The results indicated that professional knowledge and organizational conditions significantly impacted teachers' self-efficacy, while stakeholder support did not have a significant effect. These findings suggest that enhancing professional knowledge and teaching skills may be the most effective approach to support preschool teachers in implementing inquiry-based science activities for preschool children.
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