Pre-service teachers’ attitudes towards the profession of early childhood education in terms of sex and gender role

Download

index.pdf

Date

2011

Author

Karaduman, Muhammet Ali

Metadata

Show full item record

Item Usage Stats

393
views

152
downloads

The purpose of this study is to understand the attitudes of pre-service teachers, who are studying at the departments of early childhood education in universities in Turkey, towards the profession of early childhood education. Specifically, this study investigated the effect of sex and gender role on the attitudes of pre-service early childhood teachers. The sample of this study includes 1528 participants from 11 different state universities of Turkey. 278 of them are male pre-service teachers and 1250 of them are female pre-service teachers. The data were collected through two different scales, Turkish version of Bem Sex Role Inventory (Kavuncu, 1987) and Attitude Scale Related to Teaching Profession (Erkus et al., 2000). Additionally, a demographic information form was also sent to the participants. The data were analyzed through PASW. Results of the study indicated that there was no interaction effect between sex and gender role, however main effects of sex and gender role was significant. Two-way between-groups ANOVA results indicated that there is a significant difference among female and male pre-service teachers in the total attitude score. However, the difference was small according to Cohen’s (1988) criterion. Furthermore, statistical analysis also indicated that there is a mean difference between masculine pre-service teachers and the other three groups of gender roles which were feminine, androgynous and undifferentiated. Results of the current study suggest that the following implications. First, the findings indicated that gender role is more influencing than sex in developing attitudes towards the profession of ECE. Additionally, there is no interaction effect between sex and gender role on attitudes towards the profession of ECE.

Subject Keywords

Early childhood teacher

URI

http://etd.lib.metu.edu.tr/upload/12613974/index.pdf
https://hdl.handle.net/11511/21042

Collections

Graduate School of Social Sciences, Thesis

Suggestions

OpenMETU
Core

Early Childhood Teachers' Beliefs and Self-reported Practices about Circle Time Mumcuoğlu, Ayşenur; Demircan, Hasibe Özlen; Department of Early Childhood Education (2022-5) The aim of the study is to investigate in service early childhood teachers’ beliefs and self-reported practices about circle time. In this study, explanatory sequential mixed method design which comprises quantitative part and qualitative part followed by each other was employed sequentially. Participants of the study were in service early childhood teachers who are working in six main districts of Ankara. In the first part of the study, Early Childhood Teachers’ Beliefs and Self-reported Practices about Ci...
Teacher self-efficacy and teaching beliefs as predictors of curriculum implementation in early childhood education Çobanoğlu, Rahime; Çapa Aydın, Yeşim; Department of Educational Sciences (2011) 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 Impleme...
Beginning early childhood education teachers' career perceptions, expectation, concerns and their experiences in public schools Akdağ, Zeynep; Haser, Çiğdem; Department of Elementary Education (2012) The aim of this study was to scrutinize perceptions, expectations and concerns of pre-service early childhood education (ECE) teachers before they start their careers and their challenges in their first year as they became beginning teachers. This study also focused on documenting public school contexts where beginning teachers have been either supported and given the opportunity to develop as successful teachers or discouraged and left alone with the challenges in their first year of teaching. In order to ...
Early childhood teachers’ science teaching intentions and behaviours: an application of the theory of planned behaviour Özcan, Gökcen; Öztekin, Ceren; Çakıroğlu, Jale; Department of Elementary Education (2016) The purpose of the present study was to examine the factors influencing early childhood teachers' intentions and behaviours regarding science teaching in the light of Theory of Planned Behaviour (TPB). In addition to the original TPB constructs (i. e. behavioural beliefs, normative beliefs, control beliefs, attitude toward behaviour, subjective norms, perceived behavioural control, behavioural intention, and behaviour), four variables (i.e. personal norms, self-efficacy beliefs, science content knowledge, a...
Preschool teachers‟ belıefs and practıces related to developmentally approprıate classroom management Şahin, İkbal Tuba; Tantekin Erden, Feyza; Pollard Durodola, Sharolyn D.; Department of Elementary Education (2013) The purpose of this study was to describe to what extent four preschool teachers in Turkey have developmentally appropriate beliefs and practices related to the following four dimensions of classroom management (1) organizing the physical environment of the classroom, (2) managing planning and programming activities, (3) managing relations and communication and (4) managing the children’s behaviors in the classroom. Also, the consistency of preschool teachers’ beliefs and their practices in relation to four...

Citation Formats

M. A. Karaduman, “Pre-service teachers’ attitudes towards the profession of early childhood education in terms of sex and gender role,” M.S. - Master of Science, Middle East Technical University, 2011.