ERIC Number: EJ1208197
Record Type: Journal
Publication Date: 2019
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1350-293X
EISSN: N/A
Sources of Teacher Beliefs about Developmentally Appropriate Practice: A Structural Equation Model of the Role of Teacher Efficacy Beliefs
Cobanoglu, Rahime; Capa-Aydin, Yesim; Yildirim, Ali
European Early Childhood Education Research Journal, v27 n2 p195-207 2019
The developmentally appropriate practice (DAP) guideline offers professional standards for high quality practice in early childhood education in the United States and abroad. The present study examines how well the three aspects of teacher efficacy beliefs including self-efficacy for teaching, self-efficacy for parent involvement, and general teaching efficacy predict teacher beliefs about DAP as well as developmentally inappropriate practice (DIP) through structural equation modeling. The sample comprised 251 preschool teachers employed in public pre-primary schools in a metropolitan city in Turkey. Results indicated that general teaching efficacy was a significant predictor of teacher beliefs about DAP and DIP. Teacher self-efficacy for parent involvement significantly predicted teacher beliefs about DAP but not DIP. There was not any significant influence of teacher self-efficacy for teaching on teacher beliefs about DAP and DIP. This study overall suggests that teacher efficacy beliefs constitute one of the important sources of teacher beliefs about DAP.
Descriptors: Teacher Attitudes, Beliefs, Developmentally Appropriate Practices, Structural Equation Models, Teacher Role, Self Efficacy, Metropolitan Areas, Foreign Countries, Preschool Teachers, Early Childhood Education
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey
Grant or Contract Numbers: N/A