Preschool Teachers’ Teacher-Child Communication Skills: The Role of Self-Efficacy Beliefs and Some Demographics.

Date

2017-08-01

Author

ATA AKTÜRK, AYSUN
Demircan, Hasibe Özlen

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This study aims to investigate to what extent self-efficacy beliefs and some demographics (years of experience and type of the institution) predict preschool teachers’ teacher-child communication skills. Another purpose of this study is to examine whether preschool teachers’ teacher-child communication skills change according to their educational level. Data were collected from in-service preschool teachers (N=304) working at 78 different schools in Ankara by using two different questionnaires and analyzed by using One-way analysis of variance (ANOVA) and multiple regression analysis. Findings indicated that preschool teachers’ self-efficacy beliefs were positively and strongly correlated with their communication skills. Preschool teachers’ selfefficacy beliefs also a significant predictor of their teacher-child communication skills, while years of experience and the type of institutions did not make a significant contribution to preschool teachers’ teacherchild communication skills. Findings also revealed that preschool teachers’ teacher-child communication skills did not change with respect to their educational level.

Subject Keywords

Teacher-child communication, Self-efficacy beliefs, Preschool teachers, Early childhood education

URI

https://hdl.handle.net/11511/36555

Journal

Journal of Education and Human Development,

DOI

https://doi.org/10.15640/jehd.v6n3a1.

Collections

Department of Elementary and Early Childhood Education, Article

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Citation Formats

A. ATA AKTÜRK and H. Ö. Demircan, “Preschool Teachers’ Teacher-Child Communication Skills: The Role of Self-Efficacy Beliefs and Some Demographics.,” Journal of Education and Human Development, pp. 1–15, 2017, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/36555.