2026-10-12T14:09:15Z https://www.scidb.cn/oai

10.57760/sciencedb.00zwr 2026-08-20T15:12:47Z

2026-08-20 The Impact of Internship Quality on Pre-Service Early Childhood Teachers’ Career Choice Intentions doi:10.57760/sciencedb.00zwr en This dataset comprises anonymized raw responses from 395 pre-service early childhood education (ECE) teachers across three provincial normal universities and five vocational colleges in China, collected to examine the mechanisms linking internship quality to career entry intentions. All participants had completed an ≥8-week teaching practicum and provided informed consent for anonymized data use.The dataset includes four core validated scales (all measured on 5-point Likert formats):Internship Quality:​ 13 items adapted from the Job Characteristics Scale (Hackman & Oldham, 1974), assessing skill diversity, task identity, task importance, autonomy, and feedback during practicum placements.Internship Satisfaction:​ 28 items from the Preschool Education Teaching Internship Satisfaction Questionnaire (Dan et al., 2018), covering satisfaction with internship duration, content, base institutions, management, on-site mentors, and school leadership.Proactive Personality:​ 10 items from the Proactive Personality Scale (Bateman & Crant, 1993), measuring individuals’ tendency to initiate change and seek opportunities.Career Entry Intention:​ 3 items adapted from career commitment measures (Meyer & Allen, 1991), capturing current willingness, long-term commitment, and persistence in choosing the ECE profession when alternative options are available.Demographic variables include gender, age, and academic level (undergraduate/associate degree), with regional stratification (northern vs. southern China). Rigorous quality control was applied: 12 responses with patterned answers and 11 cases with ≥30% missing data were excluded, yielding a final effective response rate of 94.50%. Cronbach’s α coefficients for all scales exceeded 0.80 (overall α = 0.977), confirming high reliability. The dataset supports replication of the moderated mediation analysis presented in the associated manuscript, including structural equation modeling of direct, indirect, and interaction effects. pre-service early childhood teachers; internship quality; career choice intention; internship satisfaction; proactive personality; structural equation modeling; survey data; China; early childhood education (ECE); vocational education Zu Jing PUBLIC https://creativecommons.org/licenses/by/4.0/ dataset Science Data Bank