University of Illinois Urbana-Champaign

The relationship between the amount of training and education of teachers of three to five-year-old children and attitudes and quality of the child care environment

Thompson, Debra Sue

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https://hdl.handle.net/2142/22915

Description

Title
The relationship between the amount of training and education of teachers of three to five-year-old children and attitudes and quality of the child care environment
Author(s)
Thompson, Debra Sue
Issue Date
1992
Doctoral Committee Chair(s)
Katz, Lilian G.
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
  • Education, Early Childhood
  • Education, Teacher Training
Language
eng
Abstract
  • The purpose of this study was to illuminate one dimension of child care quality by examining whether the teacher's attitudes and the quality of the child care environment are related to the amount of training and education of the teacher. Specifically, the intent was to examine how the training and education of teachers and caregivers of three to five year old children relate to their attitudes toward teaching in the classroom and children, and specific aspects of the quality of the child care environment.
  • The hypotheses tested in this study included the following: (a) the amount of previous training and education of teachers of three to five year old children is related to attitudes toward teaching and children, (b) the amount of previous training and education of teachers of three to five year old children is related to the quality of the child care environment, (c) there are relationships between the attitudes of teachers of three to five year old children and the quality of the child care environment, and (d) there are relationships between the amount of previous training and education of teachers of three to five year old children and their attitudes and quality of the child care environment.
  • The data collection procedures for this study included a classroom observation using the Early Childhood Environment Rating Scale (ECERS) (Harms & Clifford, 1980), a structured teacher interview using a self-made questionnaire called the Structured Teacher Interview Questionnaire (STIQ), and a teacher questionnaire on attitudes called the Minnesota Teacher Attitude Inventory (MTAI) (Cook et al., 1951). Data analysis included the use of SASS frequency distributions, cross-tabulations, Pearson correlation coefficients, partial correlation coefficients, chi-squares, histograms, scatterplots, analysis of variance, and analysis of covariance.
  • The research results did not support the first and second hypotheses and partially supported the third and fourth hypotheses.
  • A comparison of three subgroups comprising 85% of the entire sample was developed in order to delineate specific characteristics and create profiles for each group.
Type of Resource
text
Permalink
http://hdl.handle.net/2142/22915
Copyright and License Information
Copyright 1992 Thompson, Debra Sue

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Graduate Dissertations and Theses at Illinois PRIMARY
Graduate Theses and Dissertations at Illinois
Dissertations and Theses - Education
Dissertations and Theses from the College of Education