DEVELOPMENT OF A MODEL FOR ENHANCING PRESCHOOL TEACHERS’ STEM LITERACY IN PRIVATE KINDERGARTENS OF SHANDONG PROVINCE, CHINA

This study aimed to 1) review the key factors influencing the STEM literacy of teachers and assess the current level of STEM literacy among teachers in private kindergartens in Shandong Province; 2) determine the degree of influence of each key factor on the STEM literacy of teachers in private kindergartens in Shandong Province; and 3) propose a STEM model to improve the STEM literacy of teachers in private kindergartens in Shandong Province. A total of 550 teachers from 20 kindergartens of similar size in five regions with different geographical locations and economic levels in Shandong Province were used as the sample. Based on the qualitative and quantitative analysis results, a model for improving the STEM literacy of teachers in private kindergartens in Shandong Province was designed, and a three-month implementation was carried out. The results showed that the STEM literacy of private kindergarten teachers was at a moderate level; professional knowledge, teaching beliefs, training opportunities, and social support all had a significant positive impact on the STEM literacy of private kindergarten teachers; finally, a model for private kindergarten teachers in Shandong Province was developed; the study also discussed the findings and provided recommendations for the private kindergarten teachers in Shandong.