摘要
Teachers' mindsets and beliefs significantly influence their competence, awareness of current educational trends, and classroom practices, as well as their willingness to adopt new educational methodologies. This survey-based study examined the growth mindsets of 486 Taiwanese preschool educators regarding glocalization. Descriptive and inferential statistics, along with structural equation modeling (SEM) analysis, were employed to investigate the following key findings. First, SEM analysis revealed that preschool educators' growth mindsets exerted a moderate effect on their attitudes toward glocalization. Specifically, educators demonstrated a positive growth mindset concerning glocalization, with particular emphasis on their response to adversity. Second, the findings indicated that preschool educators exhibited heightened awareness of glocalization in terms of their professional competence and instructional strategies. Finally, contextual factors-including school size, the distinction between private and public institutions, and educators' certification qualifications-were found to influence educators' growth mindsets toward glocalization. Based on these findings, the study recommends integrating professional development initiatives and collaborative lesson planning centered on glocalization into early childhood education programs and preschool language policy to enhance educators' competencies and instructional practices.
