Teachers’ readiness in bilingual early childhood education is increasingly recognized as a multidimensional construct shaped by both professional and language-related factors. However, existing research has typically examined these factors separately, with limited evidence on how they combine across teacher groups, particularly in minority-language contexts. This study examined teachers’ readiness to deliver state-language instruction to dual language learners (DLLs) in Hungarian-medium kindergartens in Slovakia. A total of 313 kindergarten teachers participated in the study. Data were collected through a survey assessing multiple dimensions of readiness. Principal component analysis and confirmatory factor analysis supported a six-factor model comprising professional preparation, teacher competencies, challenge management, instructional aids use, professional needs, and Slovak language use outside kindergarten. Latent profile analysis identified three readiness profiles (low, moderate, and high), reflecting differences in overall preparedness. Background characteristics, particularly age, teaching experience, and language-related factors, were significantly associated with higher readiness. Teachers who used Slovak more frequently in everyday contexts showed higher readiness. Mediation analysis indicated that language proficiency and preferred language use did not mediate the relationship between teaching experience and teachers’ readiness, but functioned as independent predictors. These findings highlight the joint importance of professional and language-related factors in shaping teachers’ readiness and offer implications for teacher education and policy in bilingual early childhood settings.
Borbélyová et al. (Wed,) studied this question.