Publication Date

2015

Document Type

Dissertation/Thesis

First Advisor

Surjadi, Florensia

Degree Name

M.S. (Master of Science)

Legacy Department

School of Family, Consumer and Nutrition Sciences

LCSH

Early childhood education; Educational leadership; Cognitive psychology; Early childhood educators--Attitudes--Research; Early childhood education--Research; Self-efficacy--Research; Child care--Research

Abstract

This study focuses on the difference between teachers' and administrators' self-efficacy perceptions based on quality child care practices. After doing a mixed methods study, I found a contradiction between the current literature and my own findings. My findings showed there was not a significant difference in teachers' self-efficacy based on years of teaching, whereas the literature shows self-efficacy is a factor. My other findings showed that as teachers and administrators get older they tend to have more experience based on years of teaching. Another result demonstrated that those teachers and administrators that were younger showed that they had more education than those who were older and had more years of experience in the field.

Comments

Advisors: Florensia Surjadi.||Committee members: Sherry Fang; Jane Rose Njue.

Extent

61 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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