How Policy Can Help Prepare Early Childhood Teachers: The Alignment between State Childcare Licensing Policy and Teacher Qualification Attainment

Autor/inn/en	Rucker, Larra; Zajicek, Anna; Kerr, Brinck
Titel	How Policy Can Help Prepare Early Childhood Teachers: The Alignment between State Childcare Licensing Policy and Teacher Qualification Attainment
Quelle	In: Journal of Early Childhood Teacher Education, 44 (2023) 3, S.553-576 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
DOI	10.1080/10901027.2022.2125461
Schlagwörter	Educational Policy; Early Childhood Teachers; State Policy; Certification; Child Care; Teacher Qualifications; Educational Attainment; Regression (Statistics); Faculty Development + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Abschlusszeugnis; Zertifizierung; Kinderfürsorge; Kinderbetreuung; Lehrqualifikation; Bildungsabschluss; Bildungsgut; Regression; Regressionsanalyse
Abstract	The qualifications that early childhood (EC) teachers attain vary across the 50 states. This variance is likely associated with the differences in state-level childcare licensing policies governing the qualification attainment of EC teachers. This research explores the relationship between childcare licensing policy and the qualifications that EC teachers attain. We examine secondary data from the National Survey of Early Care and Education merged with secondary policy data on childcare licensing policies for all 50 states. We use a series of linear and logistic regression models to understand how the policy stringency of childcare licensing predicts the attainment of educational degrees, EC certification, and professional development. We find more stringent policies predict teacher attainment of bachelor's degrees in EC, certification, and professional development. Policy does not predict associate degree attainment in EC. Our finding that policy stringency aligns with qualification attainment demonstrates that policymakers can better target childcare licensing policies to promote qualification attainment among the EC workforce. This research can be used by (1) teacher education programs to illustrate how policies and regulatory standards influence the qualifications of the workforce that they prepare for careers in EC, and (2) policymakers to better craft and target childcare licensing policies that influence qualification attainment among their EC workforces. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01