Preschool Teachers' Professional Background, Process Quality, and Job Attitudes: A Person-Centered Approach

Autor/inn/en	Jeon, Lieny; Buettner, Cynthia K.; Hur, Eunhye
Titel	Preschool Teachers' Professional Background, Process Quality, and Job Attitudes: A Person-Centered Approach
Quelle	In: Early Education and Development, 27 (2016) 4, S.551-571 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2016.1099354
Schlagwörter	Preschool Teachers; Early Childhood Education; Teacher Effectiveness; Educational Quality; Teacher Attitudes; Work Attitudes; Stress Variables; Satisfaction; Intention; Teacher Persistence; Faculty Mobility; Teaching Experience; Profiles; Teacher Characteristics; Professional Development; Educational Practices; Coaching (Performance); Child Care; Educational Indicators; Factor Analysis; Correlation; Educational Attainment; Holistic Approach; Questionnaires + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Quality of education; Bildungsqualität; Lehrerverhalten; Work attitude; Arbeitshaltung; Zufriedenheit; Charakterisierung; Profilanalyse; Bildungspraxis; Kinderfürsorge; Kinderbetreuung; Educational indicato; Bildungsindikator; Faktorenanalyse; Korrelation; Bildungsabschluss; Bildungsgut; Holistischer Ansatz; Fragebogen
Abstract	Research Findings: This exploratory study identified preschool teacher quality profiles in early childhood education settings using 9 indicators across teachers' professional background, observed process quality, and job attitudes toward teaching (e.g., job-related stress, satisfaction, and intention to leave the job). The sample consisted of 96 teachers from 48 child care programs in a midwestern U.S. state. A latent profile analysis revealed 3 profiles: (a) less experienced, lower quality, and more positive attitudes; (b) less experienced, average quality, and less positive attitudes; and (c) more experienced, better quality, and mixed attitudes. Multiple program- and teacher-level covariates were incorporated into the latent profile model to examine the associations between program and teacher characteristics and profile membership. Practice or Policy: Results of this study provide important information for use in early child care interventions and suggest a new approach toward more integrated professional development programs that cover both teachers' practices and job attitudes. This study also suggests the need for new coaching systems that can be individualized based on each teacher's strengths and challenges. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01