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Tejagupta, Yawvapa Morris Jeanne B. Strand Kenneth H. "The relationship between early childhood teacher personality and job satisfaction." Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8713231.
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Thesis (Ed. D.)--Illinois State University, 1987.Title from title page screen, viewed August 8, 2005. Dissertation Committee: Jeanne B. Morris, Kenneth H. Strand (co-chairs), James J. Johnson, Kathryn W. Smith, Fred A. Taylor. Includes bibliographical references (leaves 83-91) and abstract. Also available in print.
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Ozgun, Ozkan. "The relationship of novice Turkish early childhood education teachers' professional needs, experiences, efficacy beliefs, school climate for promoting early childhood learning, and job satisfaction." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2005. http://wwwlib.umi.com/cr/syr/main.
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Blackburn, Donna J. "Military Child Care Providers and Challenging Behaviors of Early Childhood Students." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2472.
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Job satisfaction of early childhood teachers in military programs and satisfaction changes as teachers deal with challenging behaviors in the workplace was the focus of this study. The goal of The National Association for the Education of Young Children is to ensure quality programming that promotes positive child development experiences. Child development experiences are impacted by teaching staff, partnerships, administration, and the children's' environment. This case study examined the specific environment and behaviors that military childcare providers experience at a small military installation and explored how working with children with challenging behaviors impacts the job satisfaction of early childhood teachers. Herzberg's 2-factor theory provided the conceptual framework on how satisfaction and dissatisfaction can exist in the same environment. Data were collected through face-to-face interviews and observations of the work environment with 11 participants ranging from 23 to 56 years of age at the military installation. The participants were selected for being part of the military community and early childhood teachers at the study site. Data were open coded and thematically analyzed. Findings indicated that the teachers at this site have a dual perception of satisfaction and dissatisfaction in the workplace that stems from experiences with coworker relationships, dealing with policy and procedure changes, and adjusting to the varying behaviors of children. The implications for social change include providing research findings on early childhood teacher satisfaction to the study site so that administrators can develop a plan to improve military early childhood care provider job satisfaction, which may improve the quality of the environment of the military child.
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Voris, Brenda C. "TEACHER EFFICACY, JOB SATISFACTION, AND ALTERNATIVE CERTIFICATION IN EARLY CAREER SPECIAL EDUCATION TEACHERS." UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_diss/159.
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The number of special education students continues to rise, creating the need for additional special education teachers. Alternative certification programs have dealt with the special education teacher shortage, but not the question of teacher quality. Most teachers entering classrooms from alternative certification programs have little or no formal education in methodology or behavior management, but have commensurate responsibilities as their more experienced colleagues.
The intent of this quantitative study was to examine 222 special education teachers’ sense of self-efficacy and job satisfaction in 21 central Kentucky school districts. The focus was the relation among special education teacher’s degree of efficacy in the early years of their careers (zero to five), degree of job satisfaction, and their certification type in special education (alternative vs. traditional).
The secondary purpose was to examine the interrelation among teacher efficacy, number of years in the profession, degree of job satisfaction, gender, type of classroom, and area of certification in special education. The degree of teacher self-efficacy is linked to increased student outcomes and achievement, extent of planning, implementation of new ideas, enthusiasm, commitment, and increased patience with struggling students.
The Teacher Sense of Efficacy Scale was utilized to measure teacher efficacy. The Brayfield Rothe Job Satisfaction Index (1951) as modified by Warner (1973) was employed to measure the affective factors of job satisfaction. A demographic questionnaire developed by the researcher gathered information from the respondents.
The study hypothesis assumed that teacher efficacy, specifically teacher self-efficacy, was lower in early career special education teachers who were pursuing or had recently completed certification through alternative programs. Analysis of the data indicates there is no significant difference between special education teachers who have completed alternative certification programs and their traditionally certified counterparts in terms of their degree of self-efficacy. Responses from the Job Satisfaction Survey indicated both groups of special education teachers are satisfied with their jobs.
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Sidelinger, Tia. "The Problem of Burnout among Early Educators and How it May Lead to Staff Turnover." Fogler Library, University of Maine, 2008. http://www.library.umaine.edu/theses/pdf/SidelingerT2008.pdf.
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Blackburn, John Joseph. "AN ASSESSMENT OF TEACHER SELF-EFFICACY AND JOB SATISFACTION OF EARLY CAREER KENTUCKY AGRICULTURE TEACHERS." UKnowledge, 2007. http://uknowledge.uky.edu/gradschool_theses/473.
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The United States is currently facing a shortage of qualified teachers; specifically, agricultural education has recorded shortages for several years. Many agriculture teachers will leave the profession well before retirement. Those teachers who leave the profession are often dissatisfied with their chosen career and exhibit low levels of teacher self-efficacy and job satisfaction. The purpose of this census study was to describe the current level of teacher self-efficacy and job satisfaction among all early career Kentucky agriculture teachers (N = 80). The study also sought to determine if a relationship existed between teacher self-efficacy and job satisfaction among early career Kentucky agriculture teachers. Teacher self-efficacy was measured through three constructs: student engagement, instructional practices, and classroom management. It was concluded that early career agriculture teachers in Kentucky are efficacious and generally satisfied with teaching. A variety of relationships were found to exist between each construct and overall job satisfaction between each group of teachers.
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Snider, Margaret Hardy. "The effect of specialized education and job experience on early childhood teachers' knowledge of developmentally appropriate practice." Thesis, Virginia Tech, 1988. http://hdl.handle.net/10919/45188.
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Early childhood teachers’ (N=73) level of education, length of employment, number of content areas covered in child development courses taken, and supervised practical experience were examined as factors affecting their knowledge of developmentally appropriate practice. Background information concerning each teacher's education, employment, content areas covered in child development courses taken, and supervised practical experiences was gathered in the Teacher Information Report. Knowledge of developmentally appropriate practice was assessed by having each teacher listen to 12 audiotaped vignettes describing situations typical to teacher-child interactions in preschool classrooms. They were asked to determine if each vignette described appropriate or inappropriate practice.
A 3(level of education) x 3(length of employment) factorial analysis of variance revealed a significant level of education effect on developmentally appropriate practice scores F(2,2)=3.23, p < .05. Post-hoc comparisons indicated that those teachers with formal degrees in the area of child development (M=8.68) scored significantly higher than those with other types of training (M=7.62). There was no significant length of employment effect on developmentally appropriate practice scores.
A 4(number of content areas covered) x 3(length of employment) factorial analysis of variance yielded a significant effect for number of content areas covered F(3,2)=6.18, p< .001. Post-hoc comparisons indicated that participants who had covered 10 or more content areas (M=8.91) scored significantly higher than those who had covered fewer than 10 content areas (M=7.10, 7.42. 7.75).
A 4(number of content areas covered) x 3(supervised practical experience) factorial analysis of variance yielded a significant effect for number of content areas covered F(3,2)=8.921 p < .01. and an effect for supervised practical experience F(3,2)=3.153, E < .05. Tukey Multiple Comparisons Test indicated that of those participants who had both student teaching and fieldwork experience, those who had covered 10 or more content areas in child development scored significantly higher (M=9.00) than those who had covered fewer than 10 content areas. Of those participants who had covered 10 or mere content areas. those with both student teaching and fieldwork experience scored significantly higher on the assessment of developmentally appropriate practice (M=9.00) than did those who had no student teaching or fieldwork experience (M=7.00). Implications for teacher training are discussed in the thesis.Master of Science
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Pace, John D. "Principal Support: Its Impact On Job Satisfaction And Early Career Teachers' Decisions To Remain In Teaching." W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1593091530.
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This dissertation explored a growing concern - the lack of retention of early career teachers (ECTs). We investigated the perceptions of a large sample of ECTs regarding how principal support and job satisfaction affects their decisions to remain in or leave the field of education. We employed an exploratory mixed approach based on a framework derived from DiPaola's (2012) work on principal support. Three surveys collected ECTs' perceptions of principal support, job satisfaction, and their intention to remain in teaching. A series of semi-structured focus group interviews were also used to collect data from ECTs across four school-level configurations in both high and low socioeconomic school settings. Findings revealed ECTs' preferences of different kinds of support from their principals. Although preferences for support did not vary among ECT in different grade level school configurations, there were significant differences in preferences of the kinds of support between teachers in schools with high socioeconomic characteristics versus those in low socioeconomic schools. Strong positive correlations were found between ECT's perceptions of support and their job satisfaction. High levels of ECT's job satisfaction were found to be significant indicators of their intention to remain in the teaching profession. Additionally, principal perceptions of how they support their ECT were compared to the actual perceptions of ECTs. Findings indicate that school socioeconomic factors have the greatest impact on perceptions, teachers value different types of support based on school configuration, and principals and teachers have similar perceptions. The study recommends a differentiated approach to principal support based on socioeconomic factors and, to a limited degree, school performance.
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Lewis, Michael Anthony. "Principal Support: Its Impact On Job Satisfaction And Early Career Teachers' Decisions To Remain In Teaching." W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1593091653.
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This dissertation explored a growing concern - the lack of retention of early career teachers (ECTs). We investigated the perceptions of a large sample of ECTs regarding how principal support and job satisfaction affects their decisions to remain in or leave the field of education. We employed an exploratory mixed approach based on a framework derived from DiPaola's (2012) work on principal support. Three surveys collected ECTs' perceptions of principal support, job satisfaction, and their intention to remain in teaching. A series of semi-structured focus group interviews were also used to collect data from ECTs across four school-level configurations in both high and low socioeconomic school settings. Findings revealed ECTs' preferences of different kinds of support from their principals. Although preferences for support did not vary among ECT in different grade level school configurations, there were significant differences in preferences of the kinds of support between teachers in schools with high socioeconomic characteristics versus those in low socioeconomic schools. Strong positive correlations were found between ECT's perceptions of support and their job satisfaction. High levels of ECT's job satisfaction were found to be significant indicators of their intention to remain in the teaching profession. Additionally, principal perceptions of how they support their ECT were compared to the actual perceptions of ECTs. Findings indicate that school socioeconomic factors have the greatest impact on perceptions, teachers value different types of support based on school configuration, and principals and teachers have similar perceptions. The study recommends a differentiated approach to principal support based on socioeconomic factors and, to a limited degree, school performance.
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Crews, Tracey Daws. "Principal Support: Its Impact On Job Satisfaction And Early Career Teachers' Decisions To Remain In Teaching." W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1593091510.
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This dissertation explored a growing concern - the lack of retention of early career teachers (ECTs). We investigated the perceptions of a large sample of ECTs regarding how principal support and job satisfaction affects their decisions to remain in or leave the field of education. We employed an exploratory mixed approach based on a framework derived from DiPaola's (2012) work on principal support. Three surveys collected ECTs' perceptions of principal support, job satisfaction, and their intention to remain in teaching. A series of semi-structured focus group interviews were also used to collect data from ECTs across four school-level configurations in both high and low socioeconomic school settings. Findings revealed ECTs' preferences of different kinds of support from their principals. Although preferences for support did not vary among ECT in different grade level school configurations, there were significant differences in preferences of the kinds of support between teachers in schools with high socioeconomic characteristics versus those in low socioeconomic schools. Strong positive correlations were found between ECT's perceptions of support and their job satisfaction. High levels of ECT's job satisfaction were found to be significant indicators of their intention to remain in the teaching profession. Additionally, principal perceptions of how they support their ECT were compared to the actual perceptions of ECTs. Findings indicate that school socioeconomic factors have the greatest impact on perceptions, teachers value different types of support based on school configuration, and principals and teachers have similar perceptions. The study recommends a differentiated approach to principal support based on socioeconomic factors and, to a limited degree, school performance.
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Fisher, Thomas Cornell. "Principal Support: Its Impact On Job Satisfaction And Early Career Teachers' Decisions To Remain In Teaching." W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1593091990.
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This dissertation explored a growing concern - the lack of retention of early career teachers (ECTs). We investigated the perceptions of a large sample of ECTs regarding how principal support and job satisfaction affects their decisions to remain in or leave the field of education. We employed an exploratory mixed approach based on a framework derived from DiPaola's (2012) work on principal support. Three surveys collected ECTs' perceptions of principal support, job satisfaction, and their intention to remain in teaching. A series of semi-structured focus group interviews were also used to collect data from ECTs across four school-level configurations in both high and low socioeconomic school settings. Findings revealed ECTs' preferences of different kinds of support from their principals. Although preferences for support did not vary among ECT in different grade level school configurations, there were significant differences in preferences of the kinds of support between teachers in schools with high socioeconomic characteristics versus those in low socioeconomic schools. Strong positive correlations were found between ECT's perceptions of support and their job satisfaction. High levels of ECT's job satisfaction were found to be significant indicators of their intention to remain in the teaching profession. Additionally, principal perceptions of how they support their ECT were compared to the actual perceptions of ECTs. Findings indicate that school socioeconomic factors have the greatest impact on perceptions, teachers value different types of support based on school configuration, and principals and teachers have similar perceptions. The study recommends a differentiated approach to principal support based on socioeconomic factors and, to a limited degree, school performance.
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Diggs, Try K. "Principal Support: Its Impact On Job Satisfaction And Early Career Teachers' Decisions To Remain In Teaching." W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1593091719.
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This dissertation explored a growing concern - the lack of retention of early career teachers (ECTs). We investigated the perceptions of a large sample of ECTs regarding how principal support and job satisfaction affects their decisions to remain in or leave the field of education. We employed an exploratory mixed approach based on a framework derived from DiPaola's (2012) work on principal support. Three surveys collected ECTs' perceptions of principal support, job satisfaction, and their intention to remain in teaching. A series of semi-structured focus group interviews were also used to collect data from ECTs across four school-level configurations in both high and low socioeconomic school settings. Findings revealed ECTs' preferences of different kinds of support from their principals. Although preferences for support did not vary among ECT in different grade level school configurations, there were significant differences in preferences of the kinds of support between teachers in schools with high socioeconomic characteristics versus those in low socioeconomic schools. Strong positive correlations were found between ECT's perceptions of support and their job satisfaction. High levels of ECT's job satisfaction were found to be significant indicators of their intention to remain in the teaching profession. Additionally, principal perceptions of how they support their ECT were compared to the actual perceptions of ECTs. Findings indicate that school socioeconomic factors have the greatest impact on perceptions, teachers value different types of support based on school configuration, and principals and teachers have similar perceptions. The study recommends a differentiated approach to principal support based on socioeconomic factors and, to a limited degree, school performance.
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Chandler, Michael (Michael Douglas). "It's the Kids!: Examining Early-Career Elementary General Music Teacher Longevity in Title I Settings." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248427/.
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The purpose of this study was to investigate factors contributing to the longevity of four early-career (5 to 10 years of experience) K–5 elementary general music teachers in Title I schools situated in four regions of the United States. The central research question was: How did early-career elementary general music teachers in Title I schools describe the opportunities and challenges that contributed to their decisions to continue teaching? Using Deci and Ryan's theory of self-determination as a theoretical framework, I analyzed how the four teachers reflected on the degree to which they each possessed autonomy, competence, and relatedness through recounting their perspectives, stories, and experiences. Although the participants shared many commonalities, they also experienced challenges and opportunities unique to their teaching environments. Results were mixed regarding their levels of autonomy and relatedness, but all four teachers possessed a high level of competence, which was likely a contributing factor to their longevity and potential to continue teaching. Nurture and care for children also emerged as a prominent theme from the results, which required the application of a separate theoretical framework. Noddings's theory of the ethic of care served as a lens for examining the myriad ways each participant demonstrated love, care, and concern for her students. All four teachers strongly expressed the important role their love of working with children and seeing them grow, progress, and learn played in their desire to continue teaching. Of all the contributing factors, the participants' ethic of care seemed to be the most significant influence on their decisions to continue teaching. They also spoke extensively about the role of their love for music as a subject. Conclusions address implications for the field and recommendations for future research.
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Hu, Yue. "The Relationship Between Job Burnout of Kindergarten Teachers in Shanghai and their Personality Traits." Scholarly Commons, 2017. https://scholarlycommons.pacific.edu/uop_etds/33.
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With the aim of extending prior findings to a new population, the present study, used quantitative research design methodologies to examine the possible correlations between job burnout of kindergarten teachers in Shanghai and their personality traits as well as their demographic characteristics. An online survey was completed by 140 full-time kindergarten teachers in Yangpu District, Shanghai, who reported their demographic information, perceived burnout levels as measured by the Maslach Burnout Inventory—Educators Survey (MBI-ES)(Maslach, Jackson &Schwab, 1996), and personality factors measured by the NEO Five Factor Inventory (Costa & McCrae, 1989). The demographic variables that were found to be correlated with the burnout level of kindergarten teachers in Shanghaiwere age, teaching experience and educational background. The results of this study indicated that teachers with more years of teaching experience were more likely to experience higher levels of emotional exhaustion and depersonalization. Compared with older teachers in kindergarten, younger teachers in Shanghai were found to be more at risk for emotional exhaustion. This study also provided strong evidence to support that those teachers who have a bachelor degree or above tended to feel more accomplished in their work. Marital status and the type of school were not related to burnout of kindergarten teachers in Shanghai. As for personality factors, there was an association between the NEO Five Factor Inventory scales of neuroticism, agreeableness,and openness and the MBI-ES burnout dimensions.Kindergarten teachers in Shanghai who scored higher in neuroticism reported feeling more emotional exhaustion, depersonalization and feeling less personal accomplishment. Kindergarten teachers in Shanghai who scored higher score in agreeableness reported feeling less emotional exhaustion and depersonalization. Kindergarten teachers in Shanghai who scored higher in openness to experience reported feeling less depersonalization and more personal accomplishment. The identification of individual types that are more susceptible to burnout hopefully would render practical values to both the employees and the administrators in Shanghai kindergartens.For those who have the intention of working as kindergarten teachers, knowing the possible correlations between individual traits and job burnout could tell them whether they might experience burnout if they choose this profession and whether such a decision is reasonable for their personality. As to administrators, they are able to recognize exhausted employees based on their individual characteristics and offer in time coping strategies that might protect these kindergarten teachers from burnout.
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Rossouw, Margaret Calldo. "'n Arbeidsregtelike perspektief op die werksvervulling van die graad R–opvoeder / Margaret C. Rossouw." Thesis, North-West University, 2011. http://hdl.handle.net/10394/4853.
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Current policy to extend early childhood education by placing grade R in public primary schools is politically, economically and educationally motivated. Quality education in grade R has definite long term economic advantages and could ensure equal educational opportunities. The educator is a key factor in this issue and her perception of her work life determines to a large extent the success of the initiative.
The work fulfilment of the grade R educator is approached in this research from a labour law perspective and was conducted in the field of Education Law. The philosophic base of Education Law is found in the German educational term geborgenheit, which refers to the safety and security of all role players in education. The experience of security is regarded as a prerequisite for work fulfilment. The Constitution, education legislation, labour law, relevant case law and the common law were studied as legal determinants for work fulfilment.
A qualitative enquiry into educators’ perceptions of their work life was conducted amongst participants in a specific area, which included schools from different socio–economic and cultural backgrounds. The essence of the findings is that, in spite of the existence of legislation which in principle should provide for physical and psychological security, educators still experience insecurity and therefore a lack of work fulfilment because of the ineffective implementation of law and policy.
Widespread ignorance regarding the nature of quality education in grade R exists and the insistence on educator centralised teaching limits the work fulfilment of especially well–trained educators. Awareness of the advantages of a play based, whole–child approach has to be developed. This approach, as well as knowledge of legal determinants, promote work fulfilment, since both serve the best interests of the child as well as the educator.Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011.
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Yung-Chun, CHEN, and 陳永純. "A study of job stress and job satisfaction for early childhood special education teachers in public schools." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/62133243976516401210.
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碩士國立臺中教育大學
早期療育研究所
99
The purpose of the research is to examine job stress and job satisfaction for early childhood special education teachers in public schools, and investigate the difference of job stress and job satisfaction in different personal background variables. The subjects of this study was 144 early childhood special education teachers in public schools． The statistical methods were used to analyze the data in this study including descriptive statistic, t– test, one-way ANOVA, Pearson Product-Moment correlation. According to the results, can be summarized the following conclusions: 1.Job stress between "agree" and "disagree" .On the whole job stress is low degree . Job stress conditions were "professional capacity aspect " level, the " administrative aspect " level, the " parents aspect " level, and the "work aspect " level. 2.Job satisfaction, most between the "agree" and " extremely agree", on the whole job satisfaction is high level, indicating early childhood special education teachers in public schools are satisfied with the work of the stage. The job satisfaction feeling, is in order the“ work values”, the “teach Autonomy”,“ advanced study situation”. 3.Age, professional background, marital status, years of service, teaching areas, teaching classes were no significant differences of job stress and job satisfaction for early childhood special education teachers in public schools. 4.There is a significant negative correlation, between job stress and job satisfaction. It means work pressure is small, job satisfaction is high. Finally, according to the above results, recommendations were made, for the competent education authorities, schools, early childhood special education teachers in public schools and future research.
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Yang, Shou-Yu, and 楊壽玉. "A Study of Job Satisfaction after Taxation for Teachers in Centralized Early Childhood Special Education Classes." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/49481590192720104935.
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碩士國立臺東大學
幼兒教育學系碩士班
102
This research intends to understand the job satisfaction level for centralized Preschool Special Education Teachers. In addition, the aforementioned study will also explore as to whether there exists variances on the job satisfaction level of centralized Preschool Special Education Teachers with different individual backgrounds. Moreover, the query survey method will be used as the mainstay for conducting the research and the supplemental interview. Also, the content of the query is primarily using the individual backgrounds of elementary school’s centralized Preschool Special Education Teachers (including: gender, age, marital status , degree, years of service, educational background, salaries, teaching area, and class size) as independent variables. Furthermore, the six profiles for job satisfaction level (including: job designation/position, job environment, supervisor’s leadership, salaries and benefits, interpersonal skill, in-service education, etc.) are as dependent variables. Apparently, the secretaries-in-charge for elementary schools in Taiwan disseminated the 152 instruments to the target respondents with only 120 effective returns. Thus, the information gathered from query survey was further processed through SPSS for Windows in order to feed to various statistical methods such as: Descriptive statistics, t-Test, one way ANOVA, etc. After gathering the findings of these analyses, the interviewing method followed to further explore the underlying causes of the results. Research findings were collectively as follows: 1. As to the job satisfaction level, results show in descending order; "interpersonal skill", "Job itself", "job environment", "in-service education" ,"supervisor’s leadership", "salaries and benefits" 2. There was no significant difference between with different individual background and job satisfaction after taxation. 3.Depending on their teaching Job teachers who participated in this research had significantly different class size. However, the Scheffe method suggested that class size=4 has a significant difference with class size=8. Based on the findings of this research, concrete recommendations were therefore made with regards to teachers in centralized early childhood special education classes, each elementary school, and educational administrative organizations and so on for future references.
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Quesenberry, Amanda C. "Examining the relationships between behavior policies and procedures, teachers' perceptions of efficacy and job satisfaction, and children's social skills and challenging behaviors in Head Start settings /." 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3290355.
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Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007.Source: Dissertation Abstracts International, Volume: 68-11, Section: A, page: 4665. Adviser: Michaelene M. Ostrosky. Includes bibliographical references (leaves 138-150) Available on microfilm from Pro Quest Information and Learning.
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Shiau, Jau-Yi, and 蕭兆宜. "The early childhood teacher''''s job satisfaction and work values and their influences on teaching willingness in Kaohsiung area." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/49196899094637660390.
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碩士樹德科技大學
幼兒保育學系
92
Abstract The purpose of this research is to survey early childhood teacher’s job satisfaction, work values and teaching willingness in Kaohsiung area. The questionnaire survey method was adopted and the research tools including “Checklist of early childhood teacher’s job satisfaction” , “Checklist of early childhood teacher’s work values”, and “Checklist of early childhood teacher’s teaching willingness” . This questionnaire was sent to 800 teachers of eighty early childhood education schools of Kaohsiung area, and 648 valid samples were collected. The numerical distribution, percentage, one-way ANOVA, t-test, Pearson’s product-moment correlation, and step wise multiple regression were used for data analysis, and the results as following： A. There some significant differences on job satisfaction among different characteristics of early childhood teacher. B. There some significant differences on work values among different characteristics of early childhood teacher. C. There are significant differences on teaching willingness among different characteristics of early childhood teacher. D. There some significant positive relationship between job satisfaction and work values of early childhood teacher. E. There some significant positive relationship between job satisfaction and teaching willingness of early childhood teacher. F. There are significant positive relationship between work values and teaching willingness of early childhood teacher. G. Early childhood teacher’s teaching willingness can be predicted by promotion satisfaction, job environment satisfaction and teaching satisfaction on job satisfaction. H. Early childhood teacher’s teaching willingness can be predicted by importance of a sense of security, importance of a remuneration for substance, importance of relationship and overall work values on work values. I. Early childhood teacher’s tendency to quit job can be predicted by teaching satisfaction, job environment satisfaction, promotion satisfaction on job satisfaction. J. Early childhood teacher’s tendency to change another job can be predicted by promotion satisfaction, job environment satisfaction, to superintend in administration satisfaction on job satisfaction. K. Early childhood teacher’s tendency to quit job can be predicted by importance of a sense of security, importance of a remuneration for substance, importance of achievement and new knowledge and importance of relationship on work values. L. Early childhood teacher’s tendency to change another job can be predicted by importance of a sense of security, importance of a remuneration for substance, importance of relationship, overall work values and relationship satisfaction on work values.
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"We Observe, We Reflect, We Research: Data-Driven, Job-Embedded Science Professional Development with Early Head Start Teachers." Doctoral diss., 2019. http://hdl.handle.net/2286/R.I.53652.
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abstract: The purpose of this action research was to understand how reflective, job-embedded early childhood science professional learning and development (PLD) impacted Early Head Start (EHS) teacher learning and their perceptions toward science with toddlers. Limited content knowledge and lack of formal preparation impact teachers’ understanding of developmentally appropriate science and their capacity to support children to develop science skills. In Arizona, limited availability of early childhood science coursework and no science-related PLD for toddler teachers showed the need for this project. Four literature themes were reviewed: teacher as researcher, how people learn, reflective PLD, and how young children develop scientific thinking skills.
The participants were nine EHS teachers who worked at the same Head Start program in five different classrooms in Arizona. The innovation included early childhood science workshops, collaboration and reflecting meetings (CPRM), and electronic correspondence. These were job-embedded, meaning they related to the teachers’ day-to-day work with toddlers. Qualitative data were collected through CPRM transcripts, pre/post-project interviews, and researcher journal entries. Data were analyzed using constant comparative method and grounded theory through open, focused, and selective coding.
Results showed that teachers learned about their pedagogy and the capacities of toddlers in their classrooms. Through reflective PLD meetings, teachers developed an understanding of toddlers’ abilities to engage with science. Teachers acquired and implemented teacher research skills and utilized the study of documentation to better understand children’s interests and abilities. They recognized the role of the teacher to provide open-ended materials and time. Moreover, teachers improved their comfort with science and enhanced their observational skills. The teachers then saw their role in supporting science as more active. The researcher concluded that the project helped address the problem of practice. Future research should consider job-embedded PLD as an important approach to supporting data-driven instructional practices and reflection about children’s capabilities and competencies.
Keywords: action research, Arizona Early Childhood Workforce Knowledge and Competencies, Arizona’s Infant and Toddler Developmental Guidelines (ITDG), documentation, early childhood science, Early Head Start (EHS), Head Start Early Learning Outcomes Framework (ELOF), inquiry, job-embedded, pedagogy, professional development (PD), reflective professional development, teacher as researcher, teacher research, toddler scienceDissertation/Thesis
Doctoral Dissertation Leadership and Innovation 2019
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Wiltshire, Cynthia Arraya. "Teacher Stress, Teacher Warmth, and Children’s Ability to Regulate Emotion in the Preschool Classroom Context: a Mixed-methods Approach." Thesis, 2021. https://doi.org/10.7916/d8-scex-zf53.
Full textAbstract:
An understanding of emotion regulation (ER) is important to children’s development, allowing for better navigation of the world. This learning happens in the company of caregivers, within the context of relationships inside and outside the home. Detrimental circumstances (e.g., poverty, lack of quality early childcare options, homelessness), however, exist for children in the United States. These factors have the potential to affect children’s academic readiness and success, resulting in them entering Kindergarten labeled at risk for school failure. To manage these factors and the at-risk characterization children receive, one solution has been to send children considered at risk to more school and school earlier (i.e., Universal Pre-Kindergarten, 3-K). Once in school, children spend more waking hours with teachers than with family. Given the importance of the dyadic relationship between teacher and child, much like the parent-child relationship, this researcher sought to understand if at-risk children are, in fact, favorably served by earlier school when teachers themselves operate under equal, but differing, types of stress.
Using an explanatory sequential mixed-methods design, the researcher reanalyzed Chicago School Readiness Project (CSRP) data, looking for associations among teacher stress, teacher warmth, and children’s ability to regulate emotion; the researcher also qualitatively investigated Head Start (HS) teachers in the Chicago metropolitan area, asking (a) Do teachers exhibiting more warmth help children develop better emotion regulation (ER) skills? and (b) What are teachers’ lived experiences, histories, stories, and perspectives regarding child ER in relation to their own stress and warmth? Reanalysis of the CSRP data demonstrated teacher stress and teacher warmth were each associated with increased child externalizing and internalizing behaviors. Individual and focus group interview data of present-day HS teachers illuminated the problematic circles of influence in which HS teachers work, enriching the quantitative data. When children’s first years in school are considered a sensitive period, researchers, policymakers, and educators would do well to learn more about teachers who work around the realities and consequences of stress, as well as what their insights may offer to close the described achievement gap. Implications and recommendations are discussed.