Teacher self-efficacy and teaching beliefs as predictors of curriculum implementation in early childhood education (Master's thesis)
Yazarlar (1)
Doç. Dr. Rahime ÇOBANOĞLU BEYÇAYİRİ Sinop Üniversitesi, Türkiye
| Makale Türü |
Özgün Makale
(Uluslararası alan indekslerindeki dergilerde yayınlanan tam makale)
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| Dergi Adı | Middle East Technical University, Ankara | ||
| Dergi Tarandığı Indeksler | |||
| Makale Dili | İngilizce | Basım Tarihi | 01-2011 |
| Makale Linki | https://open.metu.edu.tr/handle/11511/20737 | ||
| UAK Araştırma Alanları |
Eğitim Programları ve Öğretim
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| Özet |
| The aim of this investigation was to predict the extent of curriculum implementation in early childhood education from several variables defined as (1) school related factors,(2) teacher demographics,(3) teaching beliefs, and (4) teacher self-efficacy beliefs. A total of 308 early childhood teachers employed in public schools in the central districts of Ankara, Turkey, selected through cluster sampling, composed the sample of this study. Data were collected with the instrument including Curriculum Implementation Scale, Turkish Version of the Teachers’ Sense of Efficacy Scale, Teacher Beliefs Survey, and Personal Information Form. Exploratory and confirmatory factor analyses were conducted to provide evidence for validity and reliability of the scales. Two separate hierarchical multiple regression analyses were, moreover, employed at the alpha level of. 025 to answer research questions. |
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