Pre-service early childhood teachers' self-efficacy beliefs towards parent involvement.

Autor/inn/en	Alaçam, Nur; Olgan, Refika
Titel	Pre-service early childhood teachers' self-efficacy beliefs towards parent involvement.
Quelle	In: Teaching education, (2017) 4, S.421Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext (2) Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-6210
DOI	10.1080/10476210.2017.1324843
Schlagwörter	Self-reported skills; Early childhood education; Self-competence beliefs; Pre-service teachers
Abstract	This study aimed to investigate the parent involvement self-efficacy beliefs held by pre-service early childhood teachers and their self-reported skills in implementing parent involvement strategies. Another aim was to examine the impact made on parent involvement self-efficacy beliefs by taking a course on parent involvement and by self-reported skills in implementing parent involvement strategies. Data was collected from 601 third and fourth year pre-service early childhood teachers using the adapted version of Assessment of Parent Involvement Efficacy Scale. In order to answer the research questions, descriptive and inferential statistics including a two-way ANOVA between groups were run. The results revealed that the adapted scale is valid and suitable for use in Turkish culture and that pre-service early childhood teachers were found to have high parent involvement self-efficacy beliefs. Moreover, the results showed that taking a course on parent involvement does not have a significant impact on parent involvement self-efficacy beliefs. On the other hand, self-reported skills in implementing parent involvement strategies were found to be a significant factor on parent involvement self-efficacy beliefs in favor of groups that have 'competent' and 'moderately competent' self-reported skills in implementing parent involvement strategies.
Erfasst von	OLC
Update	2021/4/12