Comparison of self-efficacy between male and female pre-service early childhood teachers

Abstract

Teaching in early childhood classrooms is a female-dominated job all over the world. The aim of this study is to compare male and female pre-service early childhood teachers' sense of self-efficacy. The study sample of 451 pre-service teachers consisted of 231 female and 220 males. The Turkish-language version of the Teachers' Sense of Efficacy Scale (TTSES) was used for data collection.The results indicate a significant difference between the male and female respondents' overall sense of self-efficacy, as well as their sense of self-efficacy relating to the specific area of classroom management. However, no significant differences were found in males' and females' sense of self-efficacy with regard to student engagement or instructional strategies.

A gendered contribution to play? Perceptions of Early Childhood Education and Care (ECEC) practitioners in England on how their gender influences their approaches to play

“…This positioning of the male in physical play aligns with the 'fun big brother role' (Warin 2015) yet this could be a role he is expected to fulfil rather than one adopted through choice (Jones 2015). Sak (2015) also contests the argument that there is little difference between male and female practitioners; he found that of 451 pre-service early years teachers (f=231, m=220) there were significant differences in their 'overall sense of self-efficacy' and in particular in their confidence in managing the environment.…”

“…A number of perspectives inform the debate about whether men have a specific contribution to make to children's learning through play and so whether their absence from the ECEC sector is problematic. Some suggest there is little difference in gendered practitioner play practices (Brandes et al 2015;Brownhill 2014;van Polanen et al 2017) whereas others highlight specific gendered practitioner play behaviours (Hedlin and Åberg 2013;John et al 2013;Sandseter 2014;Bosacki et al 2015;Sak 2015;Børve 2016). Furthermore, it is also suggested that if men choose, or are constrained, to engage in gender specific ways in play, then their presence there can be detrimental to the promotion of gender equality on a more macro level (Hedlin and Åberg 2013;Jones 2015;Tennhoff et al 2015;Brownhill and Oates 2016;Warin 2017;Warin and Adriany 2017).…”

“…A further argument is that of the male practitioner as role model in play, particularly for young boys (Sak 2015). Huber and Traxl (2018) found that young boys are drawn to male practitioners, suggesting a need for 'same-gender exchange and identification', whereas young girls are less impacted by the gender of the practitioner.…”

Rethinking curriculum as imagined childhoods

“…Such features of present day Turkey are not only relevant to Turkish initiatives in early childhood education; they also hint at the challenges of bringing diverse groups of adults together to deliberate on their goals for their children. Those challenges are already being examined in studies that document differences among and between Turkish parents and teachers about the purposes of an early childhood education (Sahin, Sak & Sahin, 2013;Sak, 2015). As I gained insights into the vast heterogeneity of Turkish society and the recent and rapid pace of social change, I was also struck by the benefits of reading the work of Turkish scholars whose very research questions and conceptual frameworks illuminate cultural problems and priorities often invisible in more standardized approaches to research on young children.…”

Hubungan kemampuan manajerial kepala satuan PAUD dan self-efficacy guru dengan kinerja guru di Kecamatan Bukit Kerman kaBupaten Kerinci Propinsi Jambi

“…Hasil penelitian Türkoğlu, Cansoy, & Parlar (2017, p. 769) membuktikan bahwa keyakinan self-efficacy guru prasekolah adalah indikator signifikan dari kepuasan profesional guru dan variabel profesional yang berkaitan dengan keyakinan guru prasekolah memiliki pengaruh pada keterlibatan siswa, strategi pengajaran dan keterampilan manajemen kelas. Sak (2015Sak ( , p.1629 mengatakan penting untuk memahami bagaimana self-efficacy guru dapat mempengaruhi proses belajar siswa.…”