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ERIC Number: EJ1169526
Record Type: Journal
Publication Date: 2018
Pages: 20
Abstractor: As Provided
ISSN: ISSN-0256-8543
The Relationship between Internal Teacher Profiles and the Quality of Teacher-Child Interactions in Prekindergarten
Decker-Woodrow, Lauren
Journal of Research in Childhood Education, v32 n1 p32-51 2018
This study investigates the relationship between internal teacher profiles and pre-K teacher-child interaction quality in the pre-K classroom. Two questions were addressed: (1) What internal profiles exist for pre-kindergarten (pre-K) teachers? and (2) Do internal profiles relate to observed structural and process quality in the pre-K classroom? Questionnaire and observational data were collected for 437 teachers as part of the National Center for Early Development's State Wide Early Education Programs study. Four stable internal teacher profiles were found for pre-K teachers: efficacious facilitators, efficacious authoritarian, inefficacious facilitators, and dispirited authoritarian. Efficacious facilitators provided greater emotional support, classroom management, quality interactions, and provisions for children. Implications are discussed in terms of the importance of understanding the large variability currently seen in early education quality.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Massachusetts; New Jersey; Texas; Washington; Wisconsin
Identifiers - Assessments and Surveys: Early Childhood Environment Rating Scale; Center for Epidemiologic Studies Depression Scale
Grant or Contract Numbers: N/A