Exploring links between early childhood educators’ psychological characteristics and classroom management self-efficacy beliefs.

Bullock, Amanda; Coplan, Robert J.; Bosacki, Sandra

doi:10.1037/a0038547

Cited by 39 publications

(37 citation statements)

References 60 publications

(204 reference statements)

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“…Table 2 depicts descriptive statistics and inter-correlations for the teacher variables included in the study. Overall teacher self-efficacy is one of the highest reported in any empirical study solitarily focused on preschool teachers (Bullock et al, 2015;Guo et al, 2011aGuo et al, , 2010Kim & Kim, 2010;Woolfolk Hoy & Spero, 2005).…”

Section: Resultsmentioning

confidence: 99%

Factors that Determine Preschool Teacher Self-Efficacy in an Urban School District

Infurna¹,

Riter²,

Schultz³

2018

iejee

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The aim of the present study is to determine what teacher variables are predictive of preschool teacher self-efficacy in an urban school district. A total of 83 preschool teachers participated in the study. Teacher variables, such as years of teaching experience, job satisfaction, location of employment, age, and self-efficacy were included in a series of ANOVA analyses. Linear regression modeling reported years of teaching experience outside the birth-2nd grade setting (β=-.232, t(1,79) =-2.124, p< .05) and job satisfaction (β = .294, t(2,78) = 2.793, p< .01) were statistically significant predictors of preschool teacher self-efficacy. This study found that teachers with a greater amount of teaching experience outside of the birth-2nd setting feel less efficacious about themselves and their abilities to positively influence student achievement and outcomes in the preschool classroom. Further policy implications, such as hiring practices are discussed.

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Section: Resultsmentioning

confidence: 99%

Factors that Determine Preschool Teacher Self-Efficacy in an Urban School District

Infurna¹,

Riter²,

Schultz³

2018

iejee

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“…The negative relationship between preschool teachers' professional experience and self-efficacy indicates that the occupation in the profession also causes exhaustion in teaching and negatively affects teacher self-efficacy (Bullock, Coplan and Bosacki, 2015;Toran and Gencgel, 2016). It was determined that the duration of professional experience of preschool teachers causes emotional exhaustion in the teachers and they become increasingly insensitive to the teaching process.…”

Section: Discussionmentioning

confidence: 99%

An Analysis of Preschool Teachers’ Sense of Efficacy: A Case of TRNC

Toran

2017

JETS

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Determining the factors that affect teachers' competences has a decisive role in revealing the quality of teaching process. In this context, it is important to identify professional variables affecting the self-efficacy of preschool teachers. For this reason, it is aimed to investigate which professional variables influence preschool teachers' sense of efficacy. In the research, a descriptive research model was adopted. The working group of the study is composed of 191 preschool teachers participating in public nurseries and kindergartens in the TRNC, and also those participating to the research as a volunteer. The Professional Information Form and the Teacher's Sense of Efficacy Scale were used as data collection tools in the study. Statistical analyses suitable for the analysis of the data were applied by applying the normality tests to the collected data. According to the findings obtained from the analysis made, except for the school type the preschool teachers graduated and the number of children, factors such as the graduated department, the place of residence, the duration of professional experience, the economic competence, and the educational environment were found to affect the self-efficacy of preschool teachers. As a result, it can be said that preschool teachers' self-efficacy is influenced by professional variables.

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“…In the context of PLC with nonprofessional caregivers, we also explore alternative possible moderators of pedagogical quality at the level of the individual caregiver, including psychological and demographic characteristics. The five personality traits have proved to be indicative of how professionals perform in various professions (Hogan & Holland, 2003), including professions involving interpersonal interactions (Mount, Barrick, & Stewart, 1998), work in ECEC (Bullock, Caplan, & Bosacki, 2015;Smidt, Kammermeyer, & Roux, 2015), and also in the context of homeschooling (Guterman & Neuman, 2018). Meta-analytical research has also demonstrated modest yet significant links between the personality traits of the Big Five framework and parenting in the case of both fathers and mothers (Prinzie, Stams, Dekovic, Reijntjes, & Belsky, 2009).…”

Section: Predictors Of Pedagogical Qualitymentioning

confidence: 99%

A Comparative Exploration of the Pedagogical Quality of Parent-Led Child Care Centers and Regular Child Care in The Netherlands

Fukkink

Sluiter

Deynoot-Schaub

et al. 2018

Early Education and Development

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Research Findings: This small-scale study features the 1st comparative exploration of the pedagogical quality of parent-led child care and regular child care in The Netherlands. The quality of the interaction skills and the affective relationships between adults and children was evaluated and compared with those of regular child care centers. On average parents in parent-led child care had interactions with adequate to good sensitive responsiveness, respect for autonomy, structuring and limit setting, and verbal communication. Developmental stimulation and fostering positive peer interactions proved to be weaker areas. Parents' perceptions of the affective relationship with children in the group were characterized by a high level of closeness and a low level of dependency and conflict. Parents experienced a greater degree of closeness but also more conflict and in particular greater dependency with their own children than with the other children. A comparison between parent-led centers and regular urban child care centers revealed some small but significant differences in pedagogical quality. Practice or Policy: Parents can play a more active role in both the design and implementation of child care. It seems interesting to pilot new child care formats in which parents and professional staff collaborate more closely. The child care system in many countries is centered on a mainstream model of professional child care suppliers with parents as consumers. However, in some countries, alternative forms of child care have emerged in the margins of this dominant model. For example, parental preschool cooperatives were introduced in Canada (Prentice, 2006) and the United States (Coontz & Esper, 2003) as early as 1915, serving as playgroups or socialization groups for children similar to church groups (Lewsader & Elicker, 2013; Sosinsky, Lord, & Zigler, 2007) or mixed-age homeschooling groups (Guterman & Neuman, 2018; Kunzman & Gaither, 2013). These cooperatives went on to inspire parents in European countries (Gofen & Blomqvist, 2014). In various European countries, forms of cooperative care date back more than 40 years, with parents actively participating in the management of, the coordination of, and/or interaction with the children in the group (see Pestoff, 2006; Vamstad, 2012), like the crèches parentales in France, the oudercrèches in Belgium, the Eltern-Kita in Germany, and some forsköle in Sweden. In The Netherlands, parent-led child care (PLC) centers (ouderparticipatiecrèches), in which parents play an autonomous role, have offered an alternative to standard child care for 40 years. Offering child care services for younger children (0-4 years) in a center-based setting is a shared characteristic of Dutch PLC and regular child care, but a striking CONTACT Ruben G.

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Exploring links between early childhood educators’ psychological characteristics and classroom management self-efficacy beliefs.

Cited by 39 publications

References 60 publications

Factors that Determine Preschool Teacher Self-Efficacy in an Urban School District

Factors that Determine Preschool Teacher Self-Efficacy in an Urban School District

An Analysis of Preschool Teachers’ Sense of Efficacy: A Case of TRNC

A Comparative Exploration of the Pedagogical Quality of Parent-Led Child Care Centers and Regular Child Care in The Netherlands

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