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150316s2011 miu sm 000 0 eng d |
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|a9780494831441
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|a(MiAaPQ)AAIMR83144
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|aMiAaPQ|beng|cMiAaPQ|dTMUE|eaacr
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1
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|aBullock, Amanda.
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|a"They're only preschoolers, I think I can manage them!" An examination of teacher efficacy in early childhood educators|h[electronic resource].
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|aAnn Arbor, Mich :|bUMI,|c2011.
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|a139 p.
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|aSource: Masters Abstracts International, Volume: 50-05, page: 2781.
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|aThesis (M.A.)--Carleton University (Canada), 2011.
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|aThe goal of the present study was to explore possible antecedents and outcomes of early childhood educators' (ECE) teacher efficacy for classroom management. Participants were 370 ECEs (357 females, 9 males), aged 20-65 years, with 0-45 years of teaching experience. ECEs indicated their likelihood to intervene in response to hypothetical vignettes describing preschoolers engaging in physical aggression, relational aggression, and rough and tumble play. ECEs' years of experience, education, and specific training in classroom management were gathered from a demographic questionnaire. ECEs completed a measure of their personality traits. ECEs also completed a measure of their efficacy for classroom management. Results indicated that ECEs' experience, specific training in classroom management, extraversion, and neuroticism predicted ECEs' teacher efficacy. ECEs' tendency to intervene differed as a function of child sex, misbehaviour type, ECEs' demographics, and ECEs' teacher efficacy. Results are discussed in relation to previous research on teacher efficacy and teacher intervention.
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|aEducation, Early Childhood.
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4
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|aEducation, Educational Psychology.
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4
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|aEducation, Teacher Training.
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2
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|aCarleton University (Canada).
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0
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|tMasters Abstracts International|g50-05.
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40
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|uhttp://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=MR83144|z連結全文
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