The findings come from Merav Aizenberg and Gila Cohen Zilka, who investigated how kindergarten teachers used technology during the pandemic and how they viewed its role after children returned to classrooms. The participants worked in Israeli public kindergartens serving children aged four to five. Nine teachers had up to five years of experience, nine had between 10 and 22 years, and nine had worked for at least 23 years. Rather than measuring technology use through a standardized questionnaire, the researchers conducted semi-structured interviews, allowing teachers to describe their practices, frustrations and ambitions in their own words. The interviews were transcribed and examined through thematic analysis and axial coding, a qualitative method that links recurring concepts into broader explanatory patterns.

The most widespread digital device was also the most personal and accessible: every teacher reported using a smartphone. Phones were used for calls, messaging, photographs and videos, making them a near-universal bridge between kindergarten staff and families. All participants used WhatsApp and telephone calls, while 74 percent used smartphone photography and 74 percent searched the internet, particularly Google, for images and databases. YouTube was used by 70 percent of teachers. Other hardware was less consistently available: 70 percent reported using Bluetooth speakers or an audio system, 66 percent used computers, 55 percent used tablets and 48 percent used televisions. The quantity of equipment differed between kindergartens, but those differences did not map neatly onto teachers’ career stages.

The software landscape reflected the pandemic’s sudden shift toward remote communication and digital administration. Zoom was used by 88 percent of the teachers during the COVID-19 period and after kindergartens reopened. Excel was used by 81 percent, Word by 85 percent of teachers in the early- and mid-career groups, and PowerPoint by 66 percent. About half used video-editing software. These tools served several functions: organizing records, communicating with parents, producing instructional materials, sharing demonstrations and maintaining contact when in-person teaching was disrupted. Yet access to software did not automatically translate into ambitious educational use. A smartphone might support a rich multimedia activity in one kindergarten but function primarily as a messaging device in another, revealing that digital integration depends on how technology is embedded in pedagogy rather than on ownership alone.

Teachers in the avoidant group used technology only marginally, generally for communication with parents, and had little intention of expanding its role. Their reluctance was not confined to the most experienced educators. One teacher with two years of experience described lacking both the time and desire to learn more, while a teacher with a decade in the profession said she felt afraid of technology and needed someone beside her even to begin a Zoom session. A late-career teacher with 25 years of experience said she did not believe in using technology in kindergarten and had neither a computer nor a tablet. Across these accounts, avoidance appeared to reflect attitudes, perceived competence, available time and beliefs about hands-on learning—not simply age or professional longevity.

The structured-activist group occupied a middle ground. These teachers made a serious effort to use technology during the crisis, often learning specific applications through colleagues, professional groups or short training courses, but reduced their use once normal classroom routines resumed. Their practices were purposeful and organized rather than exploratory. Some created videos and distributed them through the kindergarten’s WhatsApp group, while others used tools such as Padlet or digital puzzles after discovering them through teacher networks. One mid-career participant said technology reduced loneliness, enriched children’s experiences and improved communication, but warned that the key was using it in the correct dose. A late-career teacher described taking advanced digital training and learning Google Docs, yet said that without continuing support, much of the new practice collapsed when children returned to kindergarten.

The entrepreneurial group treated the crisis as an accelerator and technology as an opportunity for continuing transformation. These teachers used tablets, smart televisions, YouTube, Google images, video-editing applications and digital platforms as part of everyday teaching, not merely as emergency communication channels. One teacher used Zoom for individual meetings with parents and organized songs into folders on a tablet. Another produced edited videos linked to classroom topics and shared them through WhatsApp. A teacher with 30 years of experience used Padlet to summarize lessons for parents, showed children videos about planets, created avatars and imagined turning the kindergarten into a “technological community kindergarten.” Such examples illustrate what the researchers mean by entrepreneurial technological leadership: initiating new practices, renewing knowledge, sharing innovations and encouraging others to adopt them.

The study’s central conclusion is that technological leadership in early childhood education is distributed across careers rather than locked into a predictable developmental sequence. The authors describe the three patterns as avoidant, activist and entrepreneurial leadership styles. In technical terms, the result argues against using career stage as a proxy variable for digital readiness. A teacher’s years of service did not reliably predict whether she would integrate information and communication technology into learning, management or family engagement. Instead, the decisive factors appeared to include personal motivation, confidence, attitudes toward technology, professional learning opportunities and the availability of sustained institutional support. The researchers say teacher education should cultivate entrepreneurial digital leadership from the beginning of training and continue it throughout professional development. They also emphasize that technology should be used intentionally, with attention to children’s development, screen-time balance and the teacher’s role as mediator. That mediation includes operational guidance, cognitive support and encouragement of social interaction—not simply placing a device in front of a child. Because the research relied on teachers’ self-reports rather than direct classroom observations, it cannot establish how frequently or effectively the tools were used in practice. Even so, its most shareable message is clear: the future of digital learning in kindergarten may depend less on when teachers began their careers than on whether schools give them the confidence, resources and freedom to lead change.

The roots of this study lie in the recognition that the professional landscape for kindergarten teachers in China lacks a standardized means of evaluating their agency. In many educational systems worldwide, including those in Western countries, professional agency is deemed essential for effective teaching and learning. However, a similar understanding has not been thoroughly established within the Chinese context. This gap in the research inspired the authors to undertake an ambitious mixed-methods study to validate a scale that would empower kindergarten teachers by recognizing and measuring their professional capabilities.

With an increasing emphasis on early childhood education, particularly in densely populated and urbanized areas of China, the need for professional development cannot be overstated. Government policies have been shifting to prioritize holistic education strategies, yet educators often find themselves navigating bureaucratic hurdles that inhibit their professional growth. The Professional Agency Scale offers a structured means for teachers to assess their professional identity, understand their roles within the education system, and advocate for their needs and rights in the workplace.

The methodology employed in this ground-breaking study includes both qualitative and quantitative components, ensuring a thorough examination of the factors influencing professional agency among educators. Through interviews, focus groups, and surveys, researchers garnered a diverse array of perspectives from kindergarten teachers across various regions. These insights not only guided the development of the scale but also highlighted the unique challenges faced by educators in different socio-economic contexts, making the research especially relevant in a rapidly changing educational landscape.

Furthermore, the validation process of the scale adhered to rigorous statistical standards. Utilizing advanced analytical techniques, the researchers ensured that the scale accurately reflects the dimensions it aims to measure. This involves establishing validity and reliability through exploratory and confirmatory factor analyses. Such psychometric rigor is crucial, as it ensures that the scale can be used effectively for future research and applications in the field of educational psychology and pedagogy.

In developing the Professional Agency Scale, the researchers delineated several key components of professional agency, including autonomy, self-efficacy, and social responsibility. Each of these elements plays a pivotal role in empowering teachers to act as change-makers in their educational environments. Autonomy allows educators to make informed decisions that best meet the needs of their students, while self-efficacy reflects their belief in their capabilities to perform teaching tasks. Social responsibility emphasizes the importance of considering the broader implications of their teaching practices on society and the environment.

The implications of this research extend beyond Chinese shores. Other countries grappling with similar educational challenges can adapt the insights offered by this study. By creating scalable systems to evaluate the professional agency of educators, nations can foster environments that promote teacher autonomy and creativity, ultimately leading to enhanced student outcomes. The findings of the study suggest that teacher empowerment should be a priority in educational reform, as it directly correlates with the quality of instruction and the holistic development of students.

In conclusion, the work conducted by Zhang, Cheng, and Yang marks a significant milestone in early childhood education research in China. By developing a Professional Agency Scale, they provide educators with a valuable resource that can facilitate professional growth and enhance the educational experience for young learners. As education continues to evolve in the face of globalization and technological advancement, empowering teachers remains a fundamental goal for achieving sustainable educational excellence.

This study not only contributes to the academic discourse on professional agency but serves as a clarion call for stakeholders, including policymakers, educational leaders, and communities, to prioritize the needs of early childhood educators. As the landscape of education continues to shift, the voices and insights of teachers must be at the forefront to forge a future where quality education is accessible to all.

The continual evolution of education necessitates that we not only invest in the development of educational programs but also the individuals who breathe life into these programs—our teachers. Developing a Professional Agency Scale tailored for kindergarten teachers is a monumental step toward recognizing the value of educators and the crucial role they play in shaping future generations. Now, it is imperative that this valuable research is shared widely to initiate discourse and drive meaningful change in kindergartens and beyond.

The researchers aim to disseminate their findings through various academic channels, conferences, and workshops, emphasizing the importance of collaboration among educators to enhance professional agency in teaching. As this conversation unfolds, it has the potential to invigorate the field of early childhood education, creating networks of support and innovation geared toward promoting best practices in teaching and learning.

As educators worldwide continue to seek out tools to measure and boost their professional efficacy, the Professional Agency Scale emerges as a beacon of hope—an instrument that not only quantifies the complex dynamics of teaching but also positively influences the trajectory of educational policy and practice for generations to come.

Subject of Research: Professional Agency Scale for Chinese Kindergarten Teachers

Article Title: Developing and Validating a Professional Agency Scale for Chinese Kindergarten Teachers: A Mixed-Methods Study

Article References:
Zhang, H., Cheng, X. & Yang, Q. Developing and Validating a Professional Agency Scale for Chinese Kindergarten Teachers: A Mixed-Methods Study.
IJEC (2025).
https://doi.org/10.1007/s13158-025-00467-9

Image Credits: AI Generated

DOI: https://doi.org/10.1007/s13158-025-00467-9

Keywords: Professional Agency, Early Childhood Education, Teacher Empowerment, Mixed-Methods Research, Educational Policy.