Abstract

Novice kindergarten teachers often encounter challenges related to role transition, professional identity development, and the demands of authentic teaching during the early stages of their careers, with potential implications for their professional development and retention. However, limited research has explored the relationship between teacher concerns and career adaptation among novice kindergarten teachers. This quantitative study examined how different dimensions of teacher concerns predict various aspects of career adaptation. Data were collected through a structured questionnaire survey involving 455 kindergarten teachers in China with fewer than three years of teaching experience. Teacher concerns were measured using the Teachers’ Concerns Scale, while career adaptation was assessed using the New Kindergarten Teachers’ Career Adaptation Scale. The findings revealed a significant positive correlation between teacher concerns and career adaptation (r = 0.721, p < .001). Regression analysis further indicated that the predictive effects of teacher concerns varied across the dimensions of career adaptation. Specifically, concerns about teaching and children (CTC) were the strongest positive predictors of professional mentality adaptation (β = .298, p < .001) and work environment adaptation (β = .297, p < .001). Meanwhile, concerns about colleague relationships (CCR) emerged as the strongest positive predictor of professional competency adaptation (β = .294, p < .001). In contrast, concerns about kindergarten policies and administration (CKPA) were not significant predictors of any of the three dimensions of career adaptation. These findings highlight the importance of understanding and addressing novice teachers’ concerns to support their professional growth and enhance teacher retention. The study contributes to the understanding of early childhood teacher well-being and provides practical implications for teacher training, professional development, and educational policy formulation.