Elementary school teachers’ attitudes towards project-based learning in China

Abstract

Abstract This study analyzed the Chinese elementary school teachers’ attitudes toward project-based learning (PBL) and identified factors that may influence elementary school teachers’ attitudes. The analysis was based on a questionnaire survey of 257 elementary school teachers and interviews with 10 elementary school teachers in China. Results showed that Chinese elementary school teachers generally had positive attitudes towards PBL, but their attitudes differed based on their educational level, years of teaching, and subjects taught. Results of the regression analysis found that training, social support, resources, and availability of time all positively influenced teachers’ attitudes toward PBL. Finally, the interview data were analyzed to understand teachers’ perceptions of how they could be helped to use PBL in teaching.