Factors influencing preschool teachers' technology education practices in Hue city

Abstract

This study explores factors influencing early childhood teachers' technology education practices for preschool children in Hue City, Vietnam. Using partial least squares structural equation modeling (PLS-SEM), the research investigates the impact of understanding technology education content, methods, facilities, stakeholder support, and attitudes on technology education practices among 99 preschool teachers. Results indicate that understanding technology education methods has the strongest effect on teachers' attitudes, while stakeholder support most significantly influences their practices. Surprisingly, facilities and attitudes do not show significant impacts on practices. The findings emphasize the importance of comprehensive professional development for teachers and creating a supportive work environment for implementation enhanced in early childhood settings. The study provides valuable insights for policymakers and educators to improve technology education quality in Vietnamese preschools.