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2026-03-31
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Copyright (c) 2026 Xiaohan Jiang, Anthony Ducta

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How to Cite
The art education curriculum and its relationship to the art performance of preservice teachers: Basis for an action plan
Xiaohan Jiang
College of Arts, Sciences and Education, Trinity University of Asia, Quezon City 1102, Philippines
Anthony Ducta
College of Arts, Sciences and Education, Trinity University of Asia, Quezon City 1102, Philippines
DOI: https://doi.org/10.59429/esp.v11i3.4781
Keywords: social support; pre-service teachers; artistic performance; early childhood education; environmental adaptability; curriculum evaluation
Abstract
This study adopts social support theory as its central framework to examine the associations between pre-service teachers' artistic performance and their adaptability to preschool education environments. A descriptive-correlational research design was employed. The sample consisted of 274 pre-service teachers enrolled in early childhood education programs at three universities in Qingdao, Shandong Province, China. Measurement instruments were developed using Taba's (1962) seven-dimensional curriculum evaluation model and Smith's (1993) four-dimensional artistic performance framework. Data were analyzed through Spearman rank correlation, one-way ANOVA, and independent samples t-tests. Results indicated that the overall quality of arts education curricula fell within the good-to-very-good range. Among curriculum dimensions, selection of learning experiences received the lowest mean score (M = 2.78), while evaluation received the highest (M = 3.57). Regarding artistic performance, use of cultural tools (M = 3.00) and autonomy development (M = 3.28) were comparatively weak. Neither age nor gender produced significant effects on curriculum evaluation (p > 0.05). With one exception, significant positive correlations were found between all curriculum evaluation dimensions and artistic performance dimensions. The strongest association emerged between content selection and social interaction (ρ = 0.607, p < 0.001). These findings are consistent with a positive associative pathway from curricular social support to artistic performance, with theoretical implications for environmental adaptability. Targeted recommendations for curriculum improvement and teacher preparation are proposed accordingly.
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