This study analyzed Chinese elementary school teachers' attitudes toward project-based learning (PBL) and identified influencing factors. A questionnaire survey of 257 teachers and interviews with 10 teachers were conducted. Results showed generally positive attitudes, varying based on educational level, teaching experience, and subject taught. Regression analysis revealed that training, social support, resources, and time availability positively influenced attitudes. Interview data provided insights into how teachers could be better supported in using PBL.

Zhiling Cai, Jinxing Zhu, Yu Yu, Saiqi Tian