THEORIZING AN INTEGRATIVE-QUALITATIVE INTENTIONAL BEHAVIOR MODEL IN ROMANIAN PRESCHOOL TEACHERS FOR SDG4 (EQUAL ACCESS TO QUALITY PRE-PRIMARY EDUCATION)
Keywords:SDG4, Early Childhood Education and Care, theory of planned behavior, integrative-qualitative intentional behavior
Quality education is one of the 17 Sustainable Development Goals (SDGs) set by the United Nations in 2015. SDG 4 refers to guaranteeing inclusive and equitable quality education for all, as well as fostering opportunities for lifelong learning for everyone. Equal access to high-quality pre-primary education is one of DSG4's 11 indicators, and it will be discussed further in this study. The goal of this study is to lay a theoretical foundation for the development and validation of an integrative-qualitative intentional behavior scale in Romanian early childhood education and care system. Our theoretical research will also be used to develop an integrative-qualitative intentional behavior prediction methodology that can be used to predict preschool teachers' integrative-qualitative intentional behavior in ECEC teachers and aid educational decision-makers in developing timely interventions that increase the likelihood of success. The study's major findings point to important components that might help Romanian educational decision-makers improve SDG4 outcomes.