Embedding improvement science to advance teacher agency and collective efficacy: insights from early childhood professional learning

This study examines how structured professional learning models rooted in Improvement Science can strengthen teacher agency, foster collective efficacy, and sustain curricular innovation in early childhood education. Using a university laboratory school as a case study, the research integrates Plan-Do-Study-Act (PDSA) cycles and the Concerns-Based Adoption Model (CBAM) to guide curriculum implementation, promote reflective practice, and enhance instructional leadership. A convergent mixed-methods design analyzed CBAM surveys, PDSA reflections, and semi-structured interviews. Findings indicate that structured PDSA processes supported teachers’ transition from initial uncertainty to collaborative curricular refinement, reinforced professional growth, and provided pre-service candidates with critical exposure to data-driven instructional improvement. This study offers implications for designing professional learning systems that embed continuous reflection, promote sustainable change, and advance early childhood teacher preparation. Future research directions for scaling Improvement Science practices across diverse educational contexts are discussed.