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

Date

2017-5-12

Author

Alaçam, Nur
Olgan, Refika

Metadata

Show full item record

Item Usage Stats

100
views

0
downloads

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.

Subject Keywords

Self-competence beliefs, Self-reported skills, Early childhood education, Pre-service teachers

URI

https://hdl.handle.net/11511/28276

Journal

Teaching Education

DOI

https://doi.org/10.1080/10476210.2017.1324843

Collections

Department of Elementary and Early Childhood Education, Article

Suggestions

OpenMETU
Core

School readiness: changes in the views of prospective early childhood teachers following a pre-service school readiness and transition to elementary school cours Sicim, Berna; Olgan, Refika; Department of Early Childhood Education (2011) The current study aimed to investigate the changes of the school readiness and transition to elementary school course on pre-service early childhood teachers’ views about young children’s school readiness. Teacher view of children’s school readiness scale and interview protocols were administered as pre-post test and pre-post interviews to pre-service early childhood education teachers who were in the process of completing final year in their education in the four university’s department of early childhood ...
Pre-service early childhood teachers’ beliefs concerning parent involvement: the predictive impact of their general self-efficacy beliefs and perceived barriers Alaçam, Nur; Olgan, Refika (Informa UK Limited, 2019-07-04) This study aimed to investigate pre-service early childhood teachers’ beliefs regarding their competency in implementing parent involvement strategies as well as examining the predictive impact of variables on these implementations, namely general self-efficacy beliefs and parent involvement barrier perceptions. Data were collected from 601 third and fourth-year pre-service early childhood teachers using adapted versions of the General Self-Efficacy Scale, Assessment of Parent Involvement Efficacy Scale, an...
Pre-service ELT Teachers’ Perceptions of Characteristicsof Effective Teachers Çakmak, Melek; Gündüz, Müge (2018-01-01) The present study aims to explore the quality of effective teachers from pre-service ELT teachers’ point of view. Both qualitative and quantitative data are collected through survey and interview data collection techniques. Participants in this study are 4th year students (n=192) who are studying in the Department of English Language Teaching in two state universities in Turkey. The quantitative data reveals that being objective, competent and consistent are the most important characteristics of effective t...
Pre-service science teachers' teaching self-efficacy: a case from Turkey ŞENLER, BURCU; Sungur, Semra (2010-10-31) The aim of this study is to determine pre-service science teachers’ teaching self-efficacy in terms of students engagement, instructional strategies, and classroom management. For the specified purpose, 1794 pre-service science teachers (876 males and 905 females) participated in the study. Results showed that pre-service science teachers have self-efficacy to use instructional strategies effectively and to manage classroom at higher levels than the efficacy to engage all students in learning.
Pre-service early childhood educators’ working with families self-efficacy in relation to taking a parent education course Işıkcı, Gözdenur; Demircan, Hasibe Özlen; Department of Early Childhood Education (2018) The current study aims to investigate the content of Parent Education course given at universities and to examine the effects of Parent Education course on pre-service early childhood education teachers’ working with families self-efficacy. 223 senior pre-service early childhood education teachers from 8 universities were involved in the study. Data was collected in the fall semester of 2017-2018 academic year before and after participants took Parent Education course. Syllabuses of Parent Education course ...

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.