Early Childhood Teachers' Efficacy in the US Rural Midwest: Teaching Culturally Diverse Learners

Autor/inn/en	Atiles, Julia Teresa; Douglas, Jonathan Robert; Allexsaht-Snider, Martha
Titel	Early Childhood Teachers' Efficacy in the US Rural Midwest: Teaching Culturally Diverse Learners
Quelle	In: Journal for Multicultural Education, 11 (2017) 2, S.119-130 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2053-535X
DOI	10.1108/JME-10-2015-0032
Schlagwörter	Early Childhood Education; Preschool Teachers; Student Diversity; Self Efficacy; Immigrants; Migrant Children; Social Attitudes; Teacher Attitudes; Questionnaires; Self Concept Measures; Attitude Measures; Demography; Statistical Analysis; Teaching Experience; Teacher Surveys + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Self-efficacy; Selbstwirksamkeit; Immigrant; Immigrantin; Immigranten; Social attidude; Soziale Einstellung; Lehrerverhalten; Fragebogen; Demografie; Statistische Analyse
Abstract	Purpose: The purpose of this study was to explore early childhood teachers' sense of efficacy for working with immigrant children. In addition, this study examined the relationship of early childhood teachers' sense of efficacy to their multicultural attitudes. Design/methodology/approach: Ninety early childhood teacher participants completed a demographic questionnaire, as well as the Teachers' Sense of Efficacy Scale, long form (Tschannen-Moran and Woolfolk Hoy, 2001) and Teacher Multicultural Attitude Survey (Ponterotito et al., 1998). Findings: The statistical analysis resulted in a significant difference found between teachers' sense of efficacy when working with Latinos versus when working with Marshallese students, t(82) = 4.64, p < 0.001, and that the teachers' sense of efficacy was positively correlated with their multicultural attitudes score, r = 0.266, p = 0.013. Research limitations/implications: The finding that early childhood teachers have differing levels of efficacy for working with different populations of immigrants, and that efficacy seems to be linked to multicultural attitudes, has implications for teacher educators and for professional development initiatives. Practical implications: This appears to be an important starting point for professional learning efforts directed at teachers with lower levels of efficacy for working with their diverse students. Originality/value: There was no prior research done focusing on different immigrant populations and the corresponding teachers' sense of efficacy when working with them. The results shown support the idea that teachers' multicultural attitudes appear to be significantly linked to their sense of efficacy, when working with immigrant students, especially within the area of student engagement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01