scholarly journals Psychological Burnout in Early Childhood Teachers: Levels and Reasons

2016 ◽  
Vol 10 (1) ◽  
pp. 179 ◽  
Author(s):  
Fatima Eid Zaid Al-Adwan ◽  
Majed Mohammad Al-Khayat
Keyword(s):  
Early Childhood ◽  
Social Status ◽  
Low Income ◽  
Early Childhood Teachers ◽  
Public And Private ◽  
Female Teachers ◽  
Work Pressure ◽  
Teachers Perspectives ◽  
Type Of School ◽  
Academic Specialization

The primary education plays an important role in the life of an individual as well as the nation as a whole. This study aims at investigating the level of psychological burnout in early childhood female teachers at public and private kindergarten schools. It also aims to prove whether these burnout levels differ according to the type of school, academic specialization, social status, and age. This study aims to identify the major causes of psychological burnouts from the teachers’ perspectives. The researchers used both qualitative and quantitative approaches. In addition, the study sample consisted of 96 female teachers from all the kindergarten schools in Al-Salt educational directorate. The researchers were applied Maslach quantitative scale. Consequently, 8 female private kindergarten school teachers were interviewed. The main results showed that moderate to high levels of psychological burnouts are present. Thus, this is accompanied with statistical differences according to the type of kindergarten school and social status. No statistical differences recorded regarding academic specialization and age. The results also showed that work pressure, low income, and the management relationship with the parents are some of the main causes of psychological burnouts. The researchers recommended conducting more studies in order to reduce the reasons leading to psychological burnouts among teachers in general.

Making the Body Ready for School: ADHD and Early Schooling in the Era of Accountability

2017 ◽  
Vol 119 (9) ◽  
pp. 1-38
Author(s):  
Kyunghwa Lee
Keyword(s):  
Early Childhood ◽  
School Readiness ◽  
Early Childhood Teachers ◽  
The Body ◽  
Negative Consequences ◽  
Teachers Perceptions ◽  
The Public ◽  
Children's Behavior ◽  
Early Schooling ◽  
Teachers Perspectives

Background Although concerns about unintended negative consequences of standards-based accountability (SBA) reform for children's socioemotional development have been raised, few studies have systematically examined early childhood teachers’ perceptions of and practices for children's behavior and bodies under such policy. This study was conducted against the backdrop of the intersection of the accountability policy and the increasing prevalence of Attention Deficit/Hyperactivity Disorder (ADHD) among children, including preschoolers. Purpose The study investigated how early childhood teachers’ perspectives of and practices for the behavior and bodies of children considered at risk of being identified with ADHD later in schooling were related to the increasing concern over school readiness under SBA reform. Research Design Data for a qualitative case study were generated through multiple methods, including video-recorded observations in two African-American children's pre-kindergarten and kindergarten classrooms, interviews with their teachers, and artifact collection. Results The focal children's teachers appropriated the authoritative discourses of ADHD and readiness for school to perceive the children's bodies as uncontrollable and unready for school. The teachers taught the children a variety of bodily techniques to enculturate them in public school and to develop docile student bodies. Keeping their authoritative practices intact, the teachers hardly incorporated the children's areas of strengths into the curriculum and instruction. School was introduced to the children as a carnivalesqueless place, and both SBA reform and ADHD contributed to disembodiment in the public early childhood education settings. Conclusions This study suggests the need for reframing the notion of school readiness; bringing teachers’ folk theories about children's behavior and bodies to their critical awareness; and intentionally balancing serious, rigid parts of the daily classroom routine with relaxed, pleasurable moments.

Teachers’ perspectives of children’s social behaviours in preschool: Does gender matter?

2019 ◽  
Vol 44 (4) ◽  
pp. 408-422
Author(s):  
Jessica Smith ◽  
Tara McLaughlin ◽  
Karyn Aspden
Keyword(s):  
Early Childhood ◽  
Mixed Methods ◽  
Social Dominance ◽  
Online Survey ◽  
Early Childhood Teachers ◽  
Aggressive Behaviours ◽  
And Gender ◽  
Teachers Perspectives ◽  
Prosocial Behaviours ◽  
Social Behaviours

The article will explore early childhood teachers’ perspectives about social behaviours and gender in young children, in particular the way in which children’s gender related to teachers’ reports of the prevalence and interpretations of children’s social behaviours. The specific social behaviours examined were prosocial behaviours, social leadership, social dominance, and aggressive behaviours. This study used a mixed methods online survey to gather teachers’ perspectives. Findings showed that teachers reported little difference in the display of social behaviours across boys and girls. Moreover, teachers’ views of different social behaviours were similar across boys and girls; however, findings suggested that gender might play a limited, but potentially influential role in teachers’ perspectives of prosocial and aggressive behaviours in girls and boys. Findings from the present study are discussed in connection with previous research.

ICT usage in Ghanaian secondary schools: teachers’ perspectives

2015 ◽  
Vol 32 (5) ◽  
pp. 300-312 ◽  
Author(s):  
Charles Buabeng-Andoh
Keyword(s):  
Secondary Schools ◽  
Administrative Support ◽  
Male Teachers ◽  
School Teachers ◽  
Public And Private ◽  
Content Type ◽  
Female Teachers ◽  
Significant Difference ◽  
Ict Training ◽  
Teachers Perspectives

Purpose – The purpose of this paper is to investigate secondary school teachers’ perspectives on ICT usage in secondary schools in Ghana. Design/methodology/approach – A total of 376 teachers from 24 public and private schools from four regions in Ghana participated in this study. Survey and focus group interviews were used for data collection. Descriptive statistics and independent sample t-tests were used to analyze the findings. Findings – The result indicated that teachers’ perceived ICT usage, perceived access to ICT, perceived ICT training and perceived ICT competence were low. Furthermore, the analysis showed that male teachers’ perceived confidence in the use of ICT was higher than female teachers. On the other hand, the perceived administrative support for female teachers was more than that for male teachers. Finally, this study discovered that there was no significant difference in public and private school teachers’ access to ICT, administrative support, self-efficacy, competencies and training. Originality/value – This contributes to the literature on the perceptions and use of teachers’ ICT in secondary schools. The results provide insights into factors that teachers perceived as obstacles to integration of ICT into their teaching, particularly in developing nations. The study shows that teachers’ perceived ICT competencies and ICT training do not depend on the type of school the teacher is employed to teacher.

A comparative study of American, Japanese, and Taiwanese early childhood teachers’ perceptions of clean-up time

2017 ◽  
Vol 12 (2) ◽  
pp. 231-242 ◽  
Author(s):  
Satomi Izumi-Taylor ◽  
Yoko Ito ◽  
Chia-Hui Lin ◽  
Kiyomi Akita
Keyword(s):  
Early Childhood ◽  
Developmental Stages ◽  
Practical Knowledge ◽  
Early Childhood Teachers ◽  
Kindergarten Teachers ◽  
Teachers Perceptions ◽  
Southeastern Us ◽  
Central Taiwan ◽  
Teachers Perspectives ◽  
Transitional Time

The purpose of this study was to examine similarities and differences of American, Japanese, and Taiwanese kindergarten teachers’ perspectives about clean-up time. The participants consisted of two female American kindergarten teachers in the southeastern US, two female Japanese kindergarten teachers on the main island, and two female Taiwanese kindergarten teachers from central Taiwan, all of whom teach four-year-olds. Qualitative analysis of the data yielded four themes regarding teachers’ views of clean-up time: teaching cleaning-up methods, the developmental stages, the extension of play, and reflection of one’s own practical knowledge and skills. These teachers perceived clean-up time was more than just a transitional time. The implications for early childhood education are presented.

Latvian Teachers’ Perspectives on Early Childhood Educational Practice

2017 ◽  
Vol 11 (2) ◽  
pp. 332
Author(s):  
Aija Ozola
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Focus Group ◽  
Early Childhood Teachers ◽  
Educational Practice ◽  
Personal Meaning ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Childhood Education ◽  
Teachers Perspectives

The Education Law of Latvia recognizes early childhood education as an educational level in which multi-dimensional development of the child as an individual, strengthening of health and preparation for the acquisition of primary education takes place. Currently, early childhood education is undergoing considerable transformations and transition to a competence-based approach. Teachers’ perspectives serve as significant indicators for analysis of current educational situation and therefore highlight the core areas for enhancing early childhood educational practice. The design of the study is based on qualitative research using data from a survey and focus group discussions. The aim of the study is to identify and analyse teachers’ perspectives on early childhood educational practice. In accordance to the aim, the following research questions were posed: (1) what is early childhood teachers’ personal meaning of good educational practice; (2) what factors could contribute to enhance the early childhood educational practice in future? To identify teachers’ perspectives, a survey was conducted with early childhood teachers implementing curriculum in municipal early childhood education institutions around Latvia. The answers to two open-ended questions as a part of a larger questionnaire were analysed. The in-depth examination of perspectives was reached by implementing several focus group discussions. Data were analysed using the method of qualitative content analysis. The findings revealed wide diversity in teachers’ personal meaning of good educational practice. The issues related to developmental psychology-based learning outcomes and school-readiness still dominate among teachers’ perspectives. Postmodern views on a child emphasizing children’s diversity and uniqueness were often mentioned as well. The factors contributing to good educational practice were categorized into four main areas such as organization of the pedagogical process, teachers’ competences, environment of an early childhood setting, collaboration with parents. In general, Latvian teachers’ perspectives demonstrate readiness for transition to a competence-based approach in early childhood education. However, identified contributing and hindering factors should be taken into account during the process of transformations.

Barriers to the Use of Games-Based Learning in Pre-School Settings

2022 ◽  
pp. 1639-1654
Author(s):  
Dionysios Manesis
Keyword(s):  
Early Childhood ◽  
Early Childhood Teachers ◽  
Digital Games ◽  
Early Childhood Classroom ◽  
School Teachers ◽  
Public And Private ◽  
Major Barrier ◽  
Positive Attitudes ◽  
Frequent Use ◽  
Adoption And Implementation

The main aim of this research is to investigate how teachers perceive the barriers that limit the adoption and implementation of games-based learning in early childhood education on Cyprus. Teachers are working in public and private pre-schools. A 19-item questionnaire was administered to 148 early childhood teachers in Cyprus (78 public pre-school teachers and 70 private pre-school teachers). Factor analysis reveals three types of barriers to the use of games-based learning in early childhood classroom: lack of confidence, lack of support, and lack of equipment. The higher the teachers' self-efficacy in using digital games is, the lower the level of teachers' perception regarding the barrier lack of confidence becomes. Teachers with no frequent use of computer and digital games in the classroom perceive lack of confidence as a major barrier. Public pre-schools teachers have significantly more positive attitudes toward the usefulness of GBL than private pre-schools teachers.

Identification and Referral for Early Intervention Services in New Zealand: A Look at Teachers’ Perspectives – Past and Present

2019 ◽  
pp. 027112141988164
Author(s):  
Karyn Aspden ◽  
Stacey M. Baxter ◽  
Sally Clendon ◽  
Tara W. McLaughlin
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Intervention ◽  
Online Survey ◽  
Early Childhood Teachers ◽  
Postal Survey ◽  
Policy And Practice ◽  
Early Intervention Services ◽  
Referral Practices ◽  
Teachers Perspectives

Inclusive experiences for all children are foundational to New Zealand early childhood education, yet teacher beliefs and practices related to identification and referral processes may be delaying access to important early intervention support for children with disabilities. To better understand teachers’ perspectives, past and present, this article details the findings from two studies conducted 14 years apart. Through comparison of findings from the work of Aspden and Baxter, this article explores teachers’ beliefs and experiences related to identification and referral practices. In the original 2003 study, 50 early childhood teachers completed a paper-based postal survey, whereas in the 2017 replication, 78 early childhood teachers completed an online survey. Persistent concerns about teacher engagement with identification and referral processes were evident both past and present, particularly in relation to perceived parental reaction and beliefs about the adequacy of service provisions. Furthermore, the data revealed tensions between embracing a strengths-based approach and the need to identify children’s disabilities. The findings provide insight into referral practices in the New Zealand early childhood context and suggest the need for ongoing teacher consultation in relation to policy and practice, the development of more formal referral policies and procedures, as well as enhanced professional support and development that targets teachers’ need for knowledge of and connection with specialist agencies.

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