Are Parents Satisfied with Early Childhood Education Service in Urban China?Empirical Evidence from the Validation Study of the Parent Satisfaction withEducational Experiences Scale

2019 ◽  
Vol 31 (2) ◽  
pp. 200-217 ◽  
Author(s):  
Xiumin Hong ◽  
Wenting Zhu ◽  
Dandan Wu ◽  
Hui Li
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Empirical Evidence ◽  
Validation Study ◽  
Parent Satisfaction ◽  
Urban China ◽  
Childhood Education ◽  
Education Service

scholarly journals Motivation of Early Childhood Education Teachers in the Pursuit of Pedagogical Mastery

2020 ◽  
Vol 9 ((2) 18) ◽  
pp. 61-78
Author(s):  
Anna Szkolak-Stępień
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Empirical Evidence ◽  
Exploratory Research ◽  
Professional Career ◽  
Childhood Education ◽  
Main Challenge ◽  
Professional Degree ◽  
Mixed Nature

The article concerns the role of motivation among early education teachers in striving for pedagogical mastery. The aim of the exploratory research was to outline the motives of early childhood education teachers in their pursuit of pedagogical mastery. The main challenge was to determine what factors motivate a teacher to strive for excellence and what methods are used to achieve it. This question was answered by collecting empirical evidence from January to May 2019. The research conducted by the author was of a mixed nature (quantitative and qualitative). The findings suggest that there are many motives for Polish teachers of early childhood education to achieve pedagogical mastery, but chief among them is financial gratification. In Poland, the amount of remuneration depends on one’s professional degree. A professional career and its further advancement is balanced with the journey to achieve pedagogical mastery.

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