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ERIC Number: EJ1202619
Record Type: Journal
Publication Date: 2018-Dec
Pages: 14
Abstractor: As Provided
ISSN: EISSN-2255-7547
Impact of Reading Frequencies and Attitudes on Early Childhood Teachers' Teaching Efficacy for Sustainable Development
Kotaman, Hüseyin; Balc?, Asl?; K?l?ç Ayd?n, Zeynep Nur
Discourse and Communication for Sustainable Education, v9 n2 p79-92 Dec 2018
The purpose of the study is to examine the impact of early childhood teachers' reading attitudes, the total number of the books they have read about their profession, the total number of the books they have read on general topics, and their teaching experience on their teaching efficacy. Participants consist of 362 early childhood teachers from 51 different cities in Turkey. Of the 362 participants, 333 are female (91%) and 29 are male (9%). The ages of the teachers range from 21 to 50, with a mean age of 27.47. The participants responded to a personal questionnaire; Early Childhood Teachers' Teacher Efficacy Scale (ECTTES) and Reading Attitude Scale (RAS). Stepwise regression analyses for subtests CM, SE, PI, P and for total teaching efficacy indicate that reading attitude and teaching experience are significant predictors. For subtest C, reading attitude and age appear as significant predictors. For subtest IS, only reading attitude appears as a significant predictor. Accordingly, in order to improve early childhood teachers' reading attitudes, book clubs and peer reading groups are recommended.
Sciendo, a company of De Gruyter Poland. 32 Zuga Street., 01-811 Warsaw, Poland. Tel:+48-22-701-5015; eE-mail:; Web site:
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