An Examination of Early Childhood Teachers' Knowledge of Self-regulation
This study used a quantitative, correlational research design to examine Early Childhood Teachers’ Knowledge of Self-Regulation. The data used in this non-experimental study were collected from the in-service early childhood teachers who enrolled in a Summer Pre-Kindergarten Endorsement Program in a large University in Middle Tennessee. Participants also included colleagues of the Program attendees who were either lead or assistant prekindergarten or kindergarten teachers. Additionally, data were collected from the pre-service teachers who enrolled in three different courses in an Education Preparation Program in a large public four-year university in Middle Tennessee. The independent variables used in this study included participants’ characteristics (i.e., number of years of teaching experience, amount of professional development, and level of education) and the teachers’ attitudes and personal beliefs in the classroom. The dependent variable was the teachers’ knowledge of self-regulation. Six null hypotheses were tested using descriptive and inferential statistics at a 0.05 level of significance.^ The results suggested that number of years of teaching experience, amount of professional development, and level of education each had a statistically significant effect on the teachers’ knowledge of self-regulation. The study also showed that level of knowledge of self-regulation had no statistically significant effect on the teachers’ attitudes and personal beliefs in the classroom. In addition, the findings indicated that although teachers believe in the ability for young children to self-regulate their behaviors, teachers however, implement external management techniques which, provide immediate outcomes but, are short-lived, nonetheless.^
Early childhood education|Teacher education
"An Examination of Early Childhood Teachers' Knowledge of Self-regulation"
ETD Collection for Tennessee State University.