Impact of Reading Frequencies and Attitudes on Early Childhood Teachers' Teaching Efficacy for Sustainable Development

Autor/inn/en	Kotaman, Hüseyin; Balc?, Asl?; K?l?ç Ayd?n, Zeynep Nur
Titel	Impact of Reading Frequencies and Attitudes on Early Childhood Teachers' Teaching Efficacy for Sustainable Development
Quelle	In: Discourse and Communication for Sustainable Education, 9 (2018) 2, S.79-92 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2255-7547
DOI	10.2478/dcse-2018-0016
Schlagwörter	Instructional Effectiveness; Reading Instruction; Reading Attitudes; Self Efficacy; Early Childhood Education; Preschool Teachers; Questionnaires; Foreign Countries; Teaching Experience; Predictor Variables; Books; Reading Habits; Turkey + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Leseunterricht; Reading behavior; Rading behaviour; Leseverhalten; Self-efficacy; Selbstwirksamkeit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Fragebogen; Ausland; Prädiktor; Book; Buch; Monographie; Monografie; Reading habit; Lesegewohnheit; Türkei
Abstract	The purpose of the study is to examine the impact of early childhood teachers' reading attitudes, the total number of the books they have read about their profession, the total number of the books they have read on general topics, and their teaching experience on their teaching efficacy. Participants consist of 362 early childhood teachers from 51 different cities in Turkey. Of the 362 participants, 333 are female (91%) and 29 are male (9%). The ages of the teachers range from 21 to 50, with a mean age of 27.47. The participants responded to a personal questionnaire; Early Childhood Teachers' Teacher Efficacy Scale (ECTTES) and Reading Attitude Scale (RAS). Stepwise regression analyses for subtests CM, SE, PI, P and for total teaching efficacy indicate that reading attitude and teaching experience are significant predictors. For subtest C, reading attitude and age appear as significant predictors. For subtest IS, only reading attitude appears as a significant predictor. Accordingly, in order to improve early childhood teachers' reading attitudes, book clubs and peer reading groups are recommended. (As Provided).
Anmerkungen	Sciendo, a company of De Gruyter Poland. 32 Zuga Street., 01-811 Warsaw, Poland. Tel:+48-22-701-5015; eE-mail: info@sciendo.com; Web site: https://www.sciendo.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01