Pre-Service Early Childhood Teachers' Beliefs Concerning Parent Involvement: The Predictive Impact of Their General Self-Efficacy Beliefs and Perceived Barriers

Autor/inn/en	Alaçam, Nur; Olgan, Refika
Titel	Pre-Service Early Childhood Teachers' Beliefs Concerning Parent Involvement: The Predictive Impact of Their General Self-Efficacy Beliefs and Perceived Barriers
Quelle	In: Education 3-13, 47 (2019) 5, S.555-569 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2018.1508244
Schlagwörter	Preservice Teachers; Early Childhood Teachers; Beliefs; Student Attitudes; Predictor Variables; Self Efficacy; Barriers; Early Childhood Education; Foreign Countries; Parent Participation; Turkey + Suchen Sie Ihr Suchwort? Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Belief; Glaube; Schülerverhalten; Prädiktor; Self-efficacy; Selbstwirksamkeit; Education; Ausland; Elternmitwirkung; Türkei
Abstract	This study aimed to investigate pre-service early childhood teachers' beliefs regarding their competency in implementing parent involvement strategies as well as examining the predictive impact of variables on these implementations, namely general self-efficacy beliefs and parent involvement barrier perceptions. Data were collected from 601 third and fourth-year pre-service early childhood teachers using adapted versions of the General Self-Efficacy Scale, Assessment of Parent Involvement Efficacy Scale, and Parent Involvement Barrier Scale. Descriptive and inferential statistics including multiple regression analysis were employed. Although pre-service early childhood teachers were, in general, found to believe in themselves at a moderate level, they were highly confident in the parent involvement activities despite having high perceived barriers to parent involvement. Moreover, even though competency in beliefs regarding overall abilities were found to be significant predictor of parent involvement related competency, there was no significant correlation between parent involvement self-efficacy beliefs and perceived barriers to parent involvement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01