Factors predicting kindergarten teachers’ integration of science into their teaching in indigenous areas

Ching Ting Hsin, Hsin Kai Wu*, Jyh Chong Liang, Di Tam Luu

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

1 Citation (Scopus)


Past studies have shown that kindergarten teachers find it challenging to integrate science into their instruction, but little is understood about factors that influence their science teaching in Indigenous areas. Our study aimed to investigate the associations between kindergarten teachers’ experiences, attitudes, self-efficacy, outcome expectations and science teaching. Partial least square structural equation modelling was employed to analyse 384 questionnaires from kindergarten teachers in Indigenous areas of Taiwan, teaching children aged 2–6 years. Results showed that self-efficacy had stronger predictive power over outcome expectations for the level of teachers’ science integration into teaching. Teachers’ mastery experience, perceived social support and attitude toward teaching diverse children significantly and positively predicted their science teaching self-efficacy and outcome expectations for Indigenous students. Moreover, teachers’ attitude toward diverse groups was significantly associated with their outcome expectations. This study sheds light on ways to enhance teachers’ early science teaching for culturally diverse students.

Original languageEnglish
Pages (from-to)50-65
Number of pages16
JournalAustralasian Journal of Early Childhood
Issue number1
Publication statusPublished - 2023 Mar


  • culturally diversity
  • diverse learner
  • early childhood education
  • early science
  • indigenous
  • outcome expectation
  • science education
  • self-efficacy
  • social learning theory
  • teacher education

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology


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