Pre-service early childhood teachers’ self-efficacy beliefs towards parent involvement

2017-5-12
Alaçam, Nur
Olgan, Refika
This study aimed to investigate the parent involvement self-efficacy beliefs held by pre-service early childhood teachers and their self-reported skills in implementing parent involvement strategies. Another aim was to examine the impact made on parent involvement self-efficacy beliefs by taking a course on parent involvement and by self-reported skills in implementing parent involvement strategies. Data was collected from 601 third and fourth year pre-service early childhood teachers using the adapted version of Assessment of Parent Involvement Efficacy Scale. In order to answer the research questions, descriptive and inferential statistics including a two-way ANOVA between groups were run. The results revealed that the adapted scale is valid and suitable for use in Turkish culture and that pre-service early childhood teachers were found to have high parent involvement self-efficacy beliefs. Moreover, the results showed that taking a course on parent involvement does not have a significant impact on parent involvement self-efficacy beliefs. On the other hand, self-reported skills in implementing parent involvement strategies were found to be a significant factor on parent involvement self-efficacy beliefs in favor of groups that have 'competent' and 'moderately competent' self-reported skills in implementing parent involvement strategies.
Teaching Education

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Citation Formats
N. Alaçam and R. Olgan, “Pre-service early childhood teachers’ self-efficacy beliefs towards parent involvement,” Teaching Education, pp. 421–434, 2017, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/28276.