Preschool teachers' attitudes toward career education: the role of cultural context and teaching self-efficacy

2022 ◽  
Author(s):  
Halah Habayib ◽  
Rachel Gali Cinamon
Keyword(s):  
Self Efficacy ◽  
Cultural Context ◽  
Career Education ◽  
Preschool Teachers ◽  
Teachers Attitudes

scholarly journals Place Attachment and Household Disaster Preparedness: Examining the Mediation Role of Self-Efficacy

2021 ◽  
Vol 18 (11) ◽  
pp. 5565
Author(s):  
Ziyi Wang ◽  
Ziqiang Han ◽  
Lin Liu ◽  
Shaobin Yu
Keyword(s):  
Self Efficacy ◽  
Disaster Preparedness ◽  
Place Attachment ◽  
Cultural Context ◽  
General Social Survey ◽  
Mediating Role ◽  
Disaster Experience ◽  
Confounding Variables ◽  
Household Preparedness

Household preparedness is essential for resilience-building and disaster risk reduction. Limited studies have explored the correlations between place attachment, self-efficacy, and disaster preparedness, especially in the east Asian cultural context. This study investigates the mediating role of self-efficacy between place attachment and disaster preparedness based on data from the 2018 Shandong General Social Survey (N = 2181) in China. We categorized the preparedness behaviors into three specific clusters: material, behavioral and awareness preparedness. Multiple linear regressions and the Sobel Goodman tests were employed to estimate the correlations with the control of necessary confounding variables such as disaster experience, socioeconomic and demographic characteristics. The results demonstrate that both the place attachment and self-efficacy are correlated with higher degrees of overall preparedness and all three types of preparedness, and self-efficacy plays a mediating role between place attachment and disaster preparedness. These findings highlight the importance of promoting place attachment and self-efficacy in the advocacies and outreach activities of disaster preparedness.

scholarly journals Determining the Relationship between Preschool Teachers’ Attitudes towards Science Teaching and Self-efficacy Beliefs in Terms of Various Variables

2020 ◽  
Vol 31 (4) ◽  
pp. 391-399
Author(s):  
Neslihan Ültay ◽  
◽  
Eser Ültay ◽  
Hatice Yılmazer ◽  
◽  
...  
Keyword(s):  
Science Teaching ◽  
Self Efficacy ◽  
Preschool Teachers ◽  
Attitudes Toward Science ◽  
Efficacy Beliefs ◽  
Structured Interviews ◽  
School Teachers ◽  
Teachers Attitudes ◽  
The Relationship ◽  
Science Activities

The aim of this study was to determine the relationship between preschool teachers’ attitudes toward science teaching and self-efficacy beliefs and to examine them in terms of various variables. The research was conducted in the years 2018–2019 using a survey. The study included 113 female and eight male preschool teachers who worked in state or private schools in Turkey. All participated voluntarily. In this study, the “Scale of Attitudes toward Science Teaching” (AST) and “Science Teaching Self-Efficacy Beliefs Scale” (SEB) were used. Both scales used five-point Likert type items. After the scales were applied, semi-structured interviews were conducted with 36 randomly selected teachers and five open-ended questions developed by the researchers were asked. In the light of the findings obtained from the study, it was observed that pre-school teachers’ attitudes toward science teaching and science self-efficacy beliefs did not differ according to gender and professional experience. In addition, there was a positive relationship between teachers’ scores obtained from the AST and SEB, that is, science attitudes and science self-efficacy beliefs were related positively. In other words, teachers who have positive attitude toward science had high self-efficacy beliefs. Learning environments should be prepared to conduct science activities effectively in accordance with different methods and techniques.

scholarly journals The relationship between preschool teachers’ self-efficacy beliefs and their teaching attitudes

2020 ◽  
Vol 9 (4) ◽  
pp. 807
Author(s):  
Kamil Arif Kırkıç ◽  
Fatma Çetinkaya
Keyword(s):  
Regression Analysis ◽  
Classroom Management ◽  
Self Efficacy ◽  
Preschool Teachers ◽  
Personal Information ◽  
Efficacy Beliefs ◽  
Laissez Faire ◽  
Teaching Attitudes ◽  
Teachers Attitudes ◽  
The Relationship

This study examined the relationship between preschool teachers’ selfefficacy beliefs and their teaching attitudes. In the study, it was considered whether preschool teachers’ self-efficacy beliefs and their teaching attitudes change in terms of certain variables. The research was carried out using a correlational survey model. The target population of the study is the preschool teachers working in Küçükçekmece district, İstanbul Province, in the 2017-2018 academic year. The working group consists of 264 preschool teachers working at the schools in said district. The following assessment instruments were used in the research: “Personal Information Form,” “Preschool Teachers’ Self-efficacy Beliefs Scale,” to identify preschool teachers’ self-efficacy beliefs and ‘Preschool Teachers’ Teaching Attitudes Scale’ to determine the teachers’ attitudes. The obtained data were analyzed using Pearson multiplication moment correlation analysis, and Regression analysis was performed to determine the level of self-efficacy beliefs of preschool teachers affecting teaching attitudes. Preschool teachers were found to have full self-efficacy beliefs in the teaching-learning process, communication skills, planning, and regulation of learning environments and classroom management, and firm self-efficacy beliefs in family participation. Teachers’ attitudes of preschool teachers were found to be democratic at the highest level, followed by autocratic and laissez-faire at the lowest level. As a result of the regression analysis made to determine the level of the effect of self-efficacy beliefs of preschool teachers on their teaching attitudes, the learning and teaching process positively predicts democratic teaching attitudes and negatively predicts laissez-faire attitudes.

Personality and Education

2017 ◽  
pp. 163-186 ◽  
Author(s):  
Sanja Tatalović Vorkapić
Keyword(s):  
Systematic Review ◽  
Cultural Context ◽  
Teaching And Learning ◽  
Preschool Teachers ◽  
Theoretical Models ◽  
Job Fit ◽  
The Public ◽  
Research Designs ◽  
Methodological Aspects

The purpose of this chapter is to sensitize the public about the importance of research on personality in the process of teaching and learning, regardless of whether it refers to the personality/temperament of children or teachers. By analysing the personality of teachers, the job-fit theory and different theoretical models of personality and temperament in psychology are showcased. With the aim of a better understanding of the moderator's role of personality in the context of education, a systematic review of relevant studies is presented within Croatian cultural context. Finally, an empirical study is presented which was conducted on future preschool teachers who evaluated their personality as well as their best and worst teachers' personalities. It was determined that there are significant differences in estimated personality traits of the best and worst teachers. Finally, further guidance in exploring the role of personality in education was provided, with an emphasis on methodological aspects and some specific scientific research designs.

Leading an excellent preschool: what is the role of self-efficacy?

2018 ◽  
Vol 26 (4) ◽  
pp. 430-445
Author(s):  
Yael Fisher ◽  
Keren Seroussi
Keyword(s):  
Self Efficacy ◽  
Structural Equation ◽  
Goodness Of Fit ◽  
Preschool Teachers ◽  
Continuing Professional Development ◽  
Content Type ◽  
School Year ◽  
Service Training ◽  
Professional Self

Purpose This study was carried out in 2013 and aims to define the professional self-efficacy of preschool teachers (PTSE); define preschool teachers' perception of preschool excellence (PTPPE); and investigate the relationship between the two. Design/methodology/approach Scales for PTPSE and PTPPE were developed especially for this study. Preschool teachers (N = 202) participated during the 2013 school year. Structural equation modelling was performed to test the fit between the research model and the obtained data. Findings PTPSE scale (a = 0.91) comprised three subscales: pedagogy (a = 0.84), organisation (a = 0.85) and staff (a = 0.72). The PTPPE scale (a = 0.92) is also composed of three subscales: organisation and pedagogy (a = 0.88), staff (a = 0.84) and parents (a = 0.83). The goodness of fit measures were RMSEA = 0.045, CFI = 0.97, NFI = 0.89, df = 173, χ² = 242.94, p = 0.000, showing GFI = 1.4 (<3) as a good fit. Research limitations/implications As the sample was relatively small, the results need to be replicated with larger samples. Therefore, the conclusions of this study are only partially applicable. Another limitation is that both the PTPSES and PTPPE were tested only in Israel and not in other environments. Practical implications Understanding self-efficacy of preschool teachers, preschool excellence and the relations between them could assist policymakers with decisions concerning continuing professional development (in service training) of preschool teachers. Originality/value Little is known about perceived self-efficacy of preschool teachers, their perception of preschool excellence or the relations between the two.

scholarly journals Cultural Presentation in Thai Secondary School ELT Coursebooks: An Analysis From Intercultural Perspectives

2018 ◽  
Vol 6 (11) ◽  
pp. 99
Author(s):  
Athip Thumvichit
Keyword(s):  
Secondary School ◽  
Cultural Context ◽  
English Language ◽  
Native Speakers ◽  
English Language Teaching ◽  
Time Zone ◽  
Cultural Content ◽  
Teachers Attitudes ◽  
Reading Texts

Globalization has accelerated the growth of English and created a need for several changes in English language teaching (ELT), one of which is related to the role of ELT materials in facilitating interaction across cultures. Considering the fast growing importance of cultural content in ELT, this study explores issues of cultural presentation in Thai secondary school ELT coursebooks. The purpose of this study is twofold: first, to analyze cultural content presented in visuals and reading texts; second, to investigate teachers’ attitudes toward cultural presentation in ELT coursebooks. The coursebook sample included seven approved ELT coursebooks entitled Bridge 1, English in Mind 1, Messages 1, Motivate! 1, New World 1, Time Zone 1, and Your Space 1. The findings suggested that native speakers’ contexts were dominantly portrayed in both visuals and reading texts in all the coursebooks except Time Zone 1, which yielded a great deal of non-native speakers’ contexts. Nevertheless, Thai cultural context was completely absent from the reading-focused activities, and only a few pictures presenting Thai culture were identified. The questionnaire findings revealed that Thai secondary teachers are ready to embrace the intercultural aspects of ELT, as the overwhelming majority of respondents’ opinions signified the shift toward localized and culturally diversified materials.

Sign in / Sign up

Export Citation Format

Share Document