A Causal Model of Students’ Quality in Preschool Education College

Abstract

This study investigates the influence of curriculum settings, teacher ability, university academic leadership, parental and social participation, and teacher personality quality on student quality. The consistency of the constructed causal model was tested using empirical data, and the direct and indirect effects of explanatory and mediating variables on the quality of 452 students from Shangrao Preschool Education College were analyzed. Data were collected using a questionnaire that measured student quality, curriculum settings, teacher ability, university academic leadership, parental and social participation, and teacher personality quality. The reliability of the explained variable (student quality) was 0.981, while the reliabilities of the explanatory variables (curriculum settings, teacher ability, university academic leadership, parental and social participation) were 0.926, 0.927, and 0.981, respectively. The reliabilities of the mediating variables (teacher ability and teacher personality quality) were 0.956 and 0.945, respectively. The findings indicate that most variables have a significantly positive impact on student quality at the 1% level, and the hypothesized causal model aligns well with the empirical data. Among the variables, teacher ability has the greatest direct impact on student quality (0.315), followed by parental and social participation (0.243), curriculum settings (0.221), university academic leadership (0.217), and teacher personality quality (0.151).