Examining the competence and perceptions of teacher candidates in developing the social-emotional skills of preschool children using STEAM technologies

Abstract

The purpose of this study was to develop a valid and reliable instrument to assess pre-service teachers’ competencies and perceptions regarding the use of STEAM technologies to support children’s social-emotional learning (SEL) and to identify their competency profiles. The data were collected from 450 pre-service preschool teachers studying at Alikhan Bokeikhan University and Abai Kazakh National Pedagogical University. 94.2% of the participants were female. The construct validity of the scale was examined using exploratory structural equation modeling (ESEM). The 60-item scale, which was initially structured in six dimensions, was refined into a final form comprising four competence factors and a separate perception/attitude dimension. Content validity was established through a six-member expert panel; item- and scale-level content validity indices (I-CVI, S-CVI) were computed, and the scale-level indices (S-CVI/Ave = .94 to .97) exceeded the recommended threshold. The four-factor ESEM model showed acceptable fit (CFI = .98, TLI = .97, SRMR = .025). The model identified four interpretable factors. These were STEAM and social-emotional skill development, STEAM-SEL integration self-efficacy, technology integration, and classroom management. Inter-factor correlations ranged from .33 to .78. Discriminant validity was supported by the Fornell-Larcker criterion. The one-factor structure predicted for the perception/attitude section was confirmed (CFI = .99, TLI = .99, SRMR = .062). Reliability was high across all dimensions, with Cronbach’s alpha and McDonald’s omega coefficients at the .98 level. Latent profile analysis yielded a three-profile solution with near-perfect classification accuracy (entropy = .97): a high competence-high attitude profile comprising the majority of participants (77.3%), a low competence-low attitude profile (17.3%), and a smaller moderate competence-high attitude profile (5.3%) in which favorable attitudes coexisted with more modest competence perceptions. Profile membership did not differ significantly by grade level (three-step analysis, p = .46), suggesting that current teacher education programs may not provide a systematic and progressive pathway toward integrating STEAM and SEL. The developed scale provides a functional tool for assessing integrated STEAM-SEL competencies and an applicable framework for curriculum development and professional development planning in early childhood teacher education programs.