Jordanian Kindergarten and 1st-Grade Teachers' Beliefs about Child-Based Dimensions of School Readiness

Autor/inn/en	Fayez, Merfat; Ahmad, Jamal Fathi; Oliemat, Enass
Titel	Jordanian Kindergarten and 1st-Grade Teachers' Beliefs about Child-Based Dimensions of School Readiness
Quelle	In: Journal of Research in Childhood Education, 30 (2016) 3, S.293-305 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2016.1178195
Schlagwörter	Foreign Countries; Kindergarten; Grade 1; Teacher Attitudes; School Readiness; Knowledge Level; Thinking Skills; Maturity (Individuals); Well Being; Physical Development; Psychomotor Skills; Self Control; Communication Skills; Questionnaires; Statistical Analysis; Preschool Teachers; Elementary School Teachers; Educational Attainment; Teacher Characteristics; Student Characteristics; Multivariate Analysis; Jordan + Suchen Sie Ihr Suchwort? Ausland; School year 01; 1. Schuljahr; Schuljahr 01; Lehrerverhalten; Readiness for school; School ability; Schulreife; Wissensbasis; Denkfähigkeit; Reifung; Well-being; Wellness; Wohlbefinden; Körperliche Entwicklung; Psychomotorische Aktivität; Selbstbeherrschung; Kommunikationsstil; Fragebogen; Statistische Analyse; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Bildungsabschluss; Bildungsgut; Multivariate Analyse
Abstract	The purpose of this study was to explore the beliefs of Jordanian kindergarten and 1st-grade teachers regarding six child-based dimensions of school readiness: academic knowledge, basic thinking skills, socioemotional maturity, physical well-being and motor development, self-discipline, and communication skills. Questionnaires were used to collect data from 289 teachers; 155 kindergarten teachers and 134 1st-grade teachers were randomly selected from Zarqa, a highly populated city in Jordan. Results revealed that kindergarten and 1st-grade teachers considered all the six child-based dimensions as important to getting children ready for school. However, both groups of teachers rated the basic academic knowledge as the most important dimension and emphasized it over the other dimensions. In addition, results of the multivariate analysis of variance (MANOVA) indicated that there were statistically significant differences in the beliefs of kindergarten and 1st-grade teachers on four dimensions: academic knowledge, basic thinking skills, socioemotional development, and communication skills; meaning that kindergarten teachers rated these dimensions as more important than 1st-grade teachers did. Yet when teachers' level of education was controlled for as a covariate, multivariate analysis of covariance results showed that significant statistical differences were only detected on the first dimension (i.e., academic knowledge). Suggestions for policymakers and for further research were offered based on the results of this study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01