The use of theory of planned behavior to systemically study the integrative-qualitative intentional behavior in Romanian preschool education with network analysis

Abstract

Predicting preschool teachers’ intention to adopt qualitative and inclusive early childhood intentional behaviors represents an important research field. The objective of this research is first to develop and validate a scale to assess the integrative-qualitative intentional behavior (IQIB-ECEC) of preschool teachers in order to achieve SDG4.2’s objective of ensuring that all children have access to high-quality pre-primary education and then to systemically analyze the relationship between variables with Network Analysis. The theory of planned behavior (TPB) describes key individual beliefs (attitudes, subjective norms, and perceived behavior control) that affect people’s intentions to engage in a certain conduct and has previously been used with success in evaluating people’s intentions to adopt a certain behavior. This research represents one of the first Romanian attempts to use the theory of planned behavior to study the Integrative-Qualitative Intentional Behavior in Romanian Preschool Education and systemically analyze results with Network Analysis approach. This study used a randomized 300 Romanian preschool teachers enrolled in a National Training Program entitled Qualitative and Inclusive Early Childhood Education managed by the Romanian Educational Ministry. Data were collected via an online questionnaire. The scale validation followed a confirmatory factor analysis (CFA). The fitting of the IQIB-ECEC 19-item scale showed that all coefficients CFI (0.942), TLI (0.920), SRMR (0.0452), and RMSEA (0.0451) bring strong evidence in the favor of the statistical validity of the scale. The final IQIB-ECEC 19 items and 8 factors scale obtained a Cronbach’s alpha of 0.77. The systemic Network Analysis approach was used in interpreting data. The centrality of the network model was further investigated and the clustering coefficients index were calculated. According to the results, perceived power/control beliefs and behavioral intention were detected as the most important dimensions, whereas behavioral beliefs were less important. These findings were discussed in terms of their theoretical and practical significance.

The Effect of the Organizational Climate on the Integrative–Qualitative Intentional Behavior in Romanian Preschool Education—A Top-Down Perspective

“…The instruments used in this research are the Marzano Teacher Evaluation Model Instrument developed by [ 57 , 58 ], and the Integrative–qualitative Intentional Behavior in Preschool Education Scale (IQIB-ECEC) developed by [ 14 ].…”

“…The Integrative–qualitative Intentional Behavior in Preschool Education Scale (IQIB-ECEC) developed by [ 14 ] and based on the theory of planned behavior has 19 items, referring to 8 factors: actual behavior, attitudes toward the behavior, behavioral beliefs, subjective norm, normative beliefs, perceived power/control beliefs, perceived behavioral control, and behavioral intention, with all items referring to preschool teachers’ behavioral intention toward adopting integrative–qualitative behaviors. All items were rated by the preschool teachers on a 5-point Likert-type scale with 1 = strong disagreement, 2 = disagreement, 3 = neutral, 4 = agreement, and 5 = strong agreement, referring to their own perceived behavioral intention toward adopting integrative–qualitative behaviors.…”

“…From the current perspective of SDG4.2, the UN Agenda specifically encourages all national governments and the international community to take steps to guarantee that all children are given equal and fair access to high-quality pre-primary education so that they are prepared for primary school [ 14 , 15 , 16 ]. Early childhood development lays the groundwork for future health, learning and well-being [ 17 , 18 , 19 ].…”

“…A research foundation that covers the critical subject of preschool teaching effectiveness is required to comprehend these crucial interconnections and encourage their positive growth and their influence on teachers’ individual behavioral intentions regarding adopting intentional integrative–qualitative behaviors. By integrative–qualitative behaviors, we mean the preschool teachers’ behavioral orientations toward an educational strategy that is both qualitative and integrative, ensuring that all preschoolers receive the same qualitative educational services [ 14 , 15 ].…”

The Rhythm of Aging: Routine Preferences in Older Adults – Interplay of Personality, Self-control, Impulsiveness, and Intolerance for Uncertainty

“…The Theory of Planned Behaviour (TPB; 38) is a widely accepted framework for investigating healthrelated behaviour. TPB examines individual beliefs, such as attitudes, subjective norms, and perceived behavioural control, in uencing intentions and behaviour change (39).…”