Teacher self-efficacy and teaching beliefs as predictors of curriculum implementation in early childhood education

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2011
Çobanoğlu, Rahime
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The aim of this investigation was to predict the extent of curriculum implementation in early childhood education from several variables defined as (1) school related factors, (2) teacher demographics, (3) teaching beliefs, and (4) teacher self-efficacy beliefs. A total of 308 early childhood teachers employed in public schools in the central districts of Ankara, Turkey, selected through cluster sampling, composed the sample of this study. Data were collected with the instrument including Curriculum Implementation Scale, Turkish Version of the Teachers’ Sense of Efficacy Scale, Teacher Beliefs Survey, and Personal Information Form. Exploratory and confirmatory factor analyses were conducted to provide evidence for validity and reliability of the scales. Two separate hierarchical multiple regression analyses were, moreover, employed at the alpha level of .025 to answer research questions. The results overall demonstrated that teacher self-efficacy and teaching beliefs significantly predicted the extent early childhood teachers implemented current curriculum as regards content selection and learning process, while teacher demographics were only significant for the extent of curriculum implementation regarding learning process. On the other hand, school related factors did not contribute to the extent of curriculum implementation for both content selection and learning process. In particular, constructivist teaching beliefs and teacher efficacy beliefs for student engagement and instructional strategies explained the extent of curriculum implementation regarding content selection. Considering the implementation of learning process, teachers’ years of experience was, moreover, found to be a significant predictor along with constructivist teaching beliefs and teacher efficacy beliefs for student engagement and instructional strategies.
Early childhood education., Early childhood teachers.
http://etd.lib.metu.edu.tr/upload/12613492/index.pdf
https://hdl.handle.net/11511/20737
Graduate School of Social Sciences, Thesis

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Citation Formats
R. Çobanoğlu, “Teacher self-efficacy and teaching beliefs as predictors of curriculum implementation in early childhood education,” M.S. - Master of Science, Middle East Technical University, 2011.
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