Implications of these findings include the importance of teachers in identifying children and modifying classroom environments, and the necessity of improving the responsiveness of the educational system to their needs.
Despite the support of some excellent teachers, families felt that the educational system displayed a lack of understanding and responsiveness to their child's needs. Outside the classroom, many children experienced social, self-concept, and emotional problems. Study findings highlighted that these, often very bright, students struggled hard to produce in the classroom, with varied teacher responses. In this qualitative study, interviews were conducted with 13 parents of school-aged children who met criteria for DCD. Despite its prevalence, DCD is often unrecognized in the school system, and the needs of children are not addressed. These findings reveal the composition and characteristics of Chinese kindergarten teachers’ occupational beliefs and the relationship between kindergarten teachers’ turnover and occupational beliefs.Īpproximately 5-6% of school-aged children have a neuro-developmental condition called Developmental Coordination Disorder (DCD) and are at risk for a number of secondary academic, social and self-concept difficulties. Moreover, most public kindergarten teachers were willing to stay in their teaching jobs. The occupational beliefs of public kindergarten teachers were relatively stable, yet those of private kindergarten teachers were not. Although there were characteristics common to public and private kindergarten teachers’ occupational beliefs, they also had distinct characteristics. The results demonstrated that the occupational beliefs of kindergarten teachers consisted of occupational cognition, occupational endurance, occupational expectation, and occupational intention, and these four core elements were not independent. Based on grounded theory, the information was coded at three levels and tested for theoretical saturation. A structural model was subsequently developed. To explore the characteristics of kindergarten teachers’ occupational beliefs in China, 24 public and private kindergarten teachers were interviewed, their teaching was observed, and teaching reflection notes and educational essays were collected.
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