Evaluating the Influence of Learners' Characteristics on Training Method Preferences among Preschool Teachers

Abstract

This study investigates the impact of motivation, training satisfaction, and confidence in applying skills on the effectiveness of pre-service teacher training programs, particularly in the context of early childhood education. Multiple regression analysis revealed that confidence in applying skills is the most significant predictor of training effectiveness. Teachers with higher confidence levels perceived the training as more effective. Additionally, training satisfaction significantly influenced training effectiveness, with higher satisfaction levels leading to more positive evaluations of the training. Although motivation had a slightly smaller impact, it remained a crucial predictor, as highly motivated teachers engaged more actively in the training process and achieved better learning outcomes. These findings highlight the importance of prioritizing the enhancement of teachers' confidence in applying skills, ensuring training satisfaction, and maintaining high motivation levels in designing teacher training programs. The study suggests that future research should employ longitudinal methods to explore the long-term impact of these factors on teaching performance and student outcomes, and validate these findings in diverse educational contexts to enhance their generalizability and practical application.