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Early childhood program staffs' self...

Mitchell, Susan.

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Early childhood program staffs' self-efficacy concerning the importance of quality child care.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Early childhood program staffs' self-efficacy concerning the importance of quality child care./
作者:	Mitchell, Susan.
面頁冊數:	61 p.
附註:	Source: Masters Abstracts International, Volume: 55-01.
Contained By:	Masters Abstracts International55-01(E).
標題:	Early childhood education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1599694
ISBN:	9781339069630

Early childhood program staffs' self-efficacy concerning the importance of quality child care.
Mitchell, Susan.

Early childhood program staffs' self-efficacy concerning the importance of quality child care. - 61 p.

Source: Masters Abstracts International, Volume: 55-01.

Thesis (M.S.)--Northern Illinois University, 2015.

This study focuses on the difference between teachers' and administrators' self-efficacy perceptions based on quality child care practices. After doing a mixed methods study, I found a contradiction between the current literature and my own findings. My findings showed there was not a significant difference in teachers' self-efficacy based on years of teaching, whereas the literature shows self-efficacy is a factor. My other findings showed that as teachers and administrators get older they tend to have more experience based on years of teaching. Another result demonstrated that those teachers and administrators that were younger showed that they had more education than those who were older and had more years of experience in the field.

ISBN: 9781339069630Subjects--Topical Terms:

518817
Early childhood education.

Early childhood program staffs' self-efficacy concerning the importance of quality child care.
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520 $a This study focuses on the difference between teachers' and administrators' self-efficacy perceptions based on quality child care practices. After doing a mixed methods study, I found a contradiction between the current literature and my own findings. My findings showed there was not a significant difference in teachers' self-efficacy based on years of teaching, whereas the literature shows self-efficacy is a factor. My other findings showed that as teachers and administrators get older they tend to have more experience based on years of teaching. Another result demonstrated that those teachers and administrators that were younger showed that they had more education than those who were older and had more years of experience in the field.
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