Exploring the Relationship between Social Environment, Teaching Ability, and Academic Achievement among Preschool Education Major Students in Chinese Colleges: A Conceptual Framework

Min He; Yasmin Binti Hussain

doi:10.71113/JCSIS.v2i6.312

Authors

Min He Faculty of Education, City University Malaysia, 46100 Petaling Jaya, Selangor, Malaysia
Yasmin Binti Hussain Faculty of Education, City University Malaysia, 46100 Petaling Jaya, Selangor, Malaysia

DOI:

https://doi.org/10.71113/JCSIS.v2i6.312

Keywords:

Academic achievement, social environment, teacher teaching ability, preschool education, conceptual framework, China, early childhood education

Abstract

This article proposes a conceptual framework integrating social environment and teacher teaching ability as key determinants of academic achievement among preschool education students in Chinese colleges. Drawing from Ecological Systems Theory, Social Cognitive Theory, Teaching Effectiveness Theory, and Constructivist Learning Theory, the framework highlights how companionship, encouragement, social cohesion, and role models influence learning outcomes both directly and through the mediating role of instructional quality. Teacher teaching ability is defined across five dimensions: subject matter knowledge, instructional planning, assessment, learning environment, and communication. The framework offers a foundation for empirical validation and actionable guidance for educational policy, institutional improvement, and teacher development—particularly in under-resourced regions. This model advances a holistic understanding of academic success and supports equity-driven reforms in early childhood teacher education.

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