A Data-Driven Modeling Study of Factors Influencing Preschool Students’ Intention to Teach

Abstract

Abstract Willingness to teach is an important condition for improving pre-service teacher literacy to promote the professional development of preschool teachers. In this study, we randomly selected 600 students from six types of preschool education majors, and processed the data using a data-driven model that included an independent sample t-test, correlation analysis, and multiple linear regression model. The data results showed that the overall mean and standard deviation of preschool education students’ willingness to teach was 3.91±0.982, and preschool education students’ willingness to teach was high overall, but there were still students who expressed a lack of significant willingness to teach. Further regression analysis revealed that individual characteristics, family environment, school environment, and teacher career perception had explanatory power of 5.8%, 20.7%, 6%, and 3%, respectively, and the factors influencing preschool education majors’ willingness to teach were diverse. Measures at both the government and university levels are necessary to comprehensively improve the willingness to teach.