ERIC Number: EJ1030342
Record Type: Journal
Publication Date: 2014
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1090-1027
EISSN: N/A
Teachers Don't Always Do What They Think They Should: A Preliminary Validation of the Early Childhood Educators' Knowledge of Self-Regulation Skills Questionnaire
Willis, Elizabeth; Dinehart, Laura; Bliss, Leonard
Journal of Early Childhood Teacher Education, v35 n2 p168-184 2014
The extent to which teachers understand the concept of self-regulation skills and how best to implement practices that enhance self-regulation in children in the early childhood education classroom remains unexamined. The purpose of this study is to examine the psychometric properties of the self-reporting Early Childhood Educators Knowledge of Self-Regulation Questionnaire (ECESRQ) instrument designed to identify teachers' knowledge and instruction of self-regulation skills in the classroom. Exploratory factor analysis (EFA) was used to determine three latent factors: teacher attitudes and beliefs, classroom management techniques, and child behavior. The findings identified parallel the literature in the preservice teacher-training arena, suggesting a theoretical basis for the underlying constructs. EFA contributed to establishing good estimates of construct validity in the ECESRQ; in addition Cronbach's alpha results demonstrated moderate levels of internal reliability. Pearson correlation was used to additionally determine the extent to which teachers understand self-regulatory skills and their ability to implement effective tools in the classroom to enhance these skills. Results and implications for practice in the early childhood classroom are discussed.
Descriptors: Early Childhood Education, Self Control, Questionnaires, Construct Validity, Psychometrics, Teacher Attitudes, Classroom Techniques, Child Behavior, Factor Analysis, Reliability, Correlation
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
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A