Predictors of Confidence and Competence Among Early Childhood Interventionists

Abstract

The preservice and in-service predictors of 1,668 Part C early intervention and Part B(619) preschool special practitioners' perceived self-efficacy beliefs are reported. The preservice variables were type of degree (discipline), years of formal postsecondary education, licensure, and participants' judgment of how well their preservice training prepared the practitioners to work with young children and their families. The in-service variables were type of state training/technical assistance available to the participants, whether participants were required to have continuing education, and the amount of in-service training the participants received. Self-efficacy was measured in terms of the participants' perceived confidence and competence to successfully enact three procedural practices (family-centered practices, teaming practices, and assessment in education practices), and three intervention practices (IFSPs/IEPs, instructional practices, and natural environment/inclusion practices). Results suggest that participants' judgments of their preservice preparedness to work with young children and their families, and the number of different kinds of in-service training for which they availed themselves, were the best predictors of all four types of self-efficacy beliefs. Implications for preservice and in-service professional preparation and training are discussed.

Stress and coping among early childhood intervention professionals receiving reflective supervision: A qualitative analysis

“…Drawing upon the work of Bruder et al. (), the next step could be to prospectively follow emerging professionals through their preservice training experiences and into their earliest months (and years) of working with children and families.…”

“…Evidence has suggested that two processes and practices may be helpful in supporting ECI professionals’ abilities to identify and effectively cope with sources of stress. First, the role of preservice and in‐service training in predicting professionals’ confidence and competence was highlighted by Bruder, Dunst, Wilson, and Stayton (). Feeling equipped and prepared to work effectively with children and families may help support optimal practice among ECI professionals (Bruder et al., ).…”

“…Second, and related to understanding professionals’ perceptions of self‐efficacy (Bruder et al., ; also see Shea, Goldberg, & Weatherston, ), research has suggested that organizations may benefit from better understanding sources of stress and challenge for their employees. This stress appears to occur both within organizations and within individuals.…”

Factors Associated with Head Start Staff Participation in Classroom-Based Professional Development

“…Bozack (2008), for example, found that elementary teachers' beliefs about the importance of ongoing professional development were related to how often they sought out and met with mentors. Similarly, Bruder et al (2013) found that early childhood practitioners' beliefs about how well they were prepared to work with young children and their families were related to their use of recommended early childhood practices. The extent to which Head Start staff beliefs about training were related to active engagement in training was another focus of the analyses described in this paper.…”

Handbook of Early Childhood Special Education

“…Part C and 619 service providers ( N = 1800) reported on their feelings of self-effi cacy and experience in preservice and in-service activities (Bruder, Dunst, & Mogro-Wilson, 2011 ;Bruder, Dunst, Mogro-Wilson, & Stayton, 2013 ). The preservice variables were type of degree (discipline), years of formal postsecondary education, licensure, and participants' judgment of how well their preservice training prepared them to work with young children and their families.…”