M.S. (Master of Science)
School of Family, Consumer and Nutrition Sciences
Early childhood education||Educational leadership||Cognitive psychology||Early childhood educators--Attitudes--Research||Early childhood education--Research||Self-efficacy--Research||Child care--Research
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.
Mitchell, Susan, "Early childhood program staffs' self-efficacy concerning the importance of quality child care" (2015). Graduate Research Theses & Dissertations. 2681.
Northern Illinois University
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