The As a key link in the career growth of non-public preschool education normal students, the quality of educational practice directly affects the teaching willingness and career choice of normal students. Based on the questionnaire survey data of preschool education students in private colleges and universities, combined with relevant theoretical research, this paper systematically analyzes the influence mechanism of educational practice on the willingness of non-public preschool education students to teach, and explores the role of core variables such as internship support system, internship experience, professional efficacy and professional identity. The study found that high-quality educational practice positively enhances the willingness to teach through the three paths of perfect support guarantee, positive practical experience and strengthened professional efficacy, while the dilemma in practice will weaken professional identity. Based on this, some suggestions are put forward, such as optimizing the practice support system, enriching the practice content, and strengthening the cultivation of professional quality, so as to provide reference for improving the teaching willingness of non-public preschool education normal students and improving the training system of preschool education talents.

Shiying Chen, Sihui Du, Lin Weng, The Influence of Educational Practice on the Teaching Intentions of Students in Non-Public Preschool Education Institutions. International Journal of Educational Innovation and Science (2026), Vol. 7, Issue 1: 24-31. https://doi.org/10.38007/IJEIS.2026.070104.

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