Constructing a Structural Model and Development Mechanism of Rural Kindergarten Teachers’ Scientific-Domain Teaching Competence in Ethnic Minority Areas of Sichuan, China

Abstract

Early childhood science education serves as a critical foundation for cultivating future scientific innovation and enhancing public scientific literacy. Competent kindergarten teachers are pivotal to the quality of this scientific initiation, particularly in under-resourced ethnic rural areas. Based on a literature review and regional analysis, this study constructs a theoretical model of teaching competency in science education for kindergarten teachers in these settings, comprising four core dimensions: scientific conception and thinking, professional ethics, teaching practice ability, and educational competence. We further propose and test a set of hypotheses concerning the developmental mechanisms among these dimensions. Survey data from 519 kindergarten teachers engaged in science education in rural ethnic regions of Sichuan Province (W County and X City) were analyzed. The findings indicate that: (1) “Scientific thinking” and “professional ethics” significantly positively influence “competencies” (i.e., teaching practice ability and educational competence); (2) “Professional ethics,” “scientific thinking,” and “educational competence” all exert significant positive effects on teaching practice ability; and (3) educational competence plays a mediating role between scientific thinking and teaching practice ability. Based on these results, targeted recommendations are proposed to support the professional development of kindergarten teachers in ethnic rural areas.