Who's Teaching the Teachers? An Exploration of Early Childhood Teacher Preparation Program Faculty's Cultural Competence, Work Burnout, and Teaching Efficacy

Autor/inn/en	Siskind, Demi G.; LaParo, Karen M.; Crosby, Danielle A.; Hestenes, Linda; Smith, Julia Mendez
Titel	Who's Teaching the Teachers? An Exploration of Early Childhood Teacher Preparation Program Faculty's Cultural Competence, Work Burnout, and Teaching Efficacy
Quelle	In: Journal of Early Childhood Teacher Education, 44 (2023) 3, S.425-444 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Smith, Julia Mendez)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
DOI	10.1080/10901027.2022.2086509
Schlagwörter	Early Childhood Teachers; Teacher Education Programs; College Faculty; Teacher Competencies; Cultural Awareness; Teacher Burnout; Teacher Effectiveness; Teacher Attitudes; Self Efficacy; Student Diversity; Measures (Individuals); Teacher Characteristics; Maslach Burnout Inventory + Suchen Sie Ihr Suchwort? Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Fakultät; Lehrkunst; Cultural identity; Kulturelle Identität; Burnout-syndrom; Burnout; Burnout-Syndrom; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerverhalten; Self-efficacy; Selbstwirksamkeit; Messdaten
Abstract	Over recent decades, the demographic composition of children in the United States has rapidly shifted, culturally and linguistically. Concomitantly, there has been an increased need for early childhood education (ECE) teacher preparation programs to develop a culturally competent ECE workforce who are equipped to provide equitable learning experiences for culturally and linguistically diverse children and families. Given increasing attention and calls from education researchers, policymakers, and other partners to develop a culturally competent ECE workforce, the current study sought to explore program faculty's cultural competence, specifically their culturally and linguistically responsive (CLR) teaching practices, and its association with feelings of work burnout and perceived teaching efficacy -- two factors likely to be influenced by such heightening demands and to impact pre-service teachers' own teaching competencies. Using structural equation modeling, the current study examined survey responses from 117 program faculty measuring their cultural competence and its association with feelings of work burnout and teaching efficacy. Analyses indicated that, overall, program faculty with higher levels of cultural competence reported minimal feelings of work burnout and higher teaching efficacy, and vice versa. Findings from the current study provide important research and practice strategies for the field of ECE teacher preparation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01