Parent involvement self-efficacy beliefs of pre-service early childhood teachers with respect to general self-efficacy beliefs and perceived barriers about parent involvement

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Tezin Türü: Yüksek Lisans

Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Eğitim Fakültesi, Temel Eğitim Bölümü, Türkiye

Tezin Onay Tarihi: 2015

Öğrenci: NUR ALAÇAM

Danışman: REFİKA OLGAN

Özet:

The aims of this study were; (1) to investigate pre-service early childhood teachers’ general self-efficacy beliefs, parent involvement self-efficacy beliefs, perceived barriers to parent involvement and self-reported skills in implementation of the parent involvement strategies, (2) to examine whether parent involvement self-efficacy beliefs of pre-service early childhood teachers differ with respect to taking part in a course on parent involvement, and (3) to explore the predictive impact of pre-service early childhood teachers’ general self-efficacy beliefs and perceived barriers to parent involvement on their parent involvement self-efficacy beliefs. The participants of the study were 601 third and fourth year early childhood teacher candidates attending four public and one private universities in Ankara. Data was collected in the fall semester of 2014-2015 academic year using the following three scales on; the General Self-efficacy Beliefs, Assessment of Parent Involvement Efficacy, and Barriers to Parent Involvement. The results of the exploratory and confirmatory factor analyses revealed that the Turkish version of the Assessment of Parent Involvement Efficacy Scale is valid and reliable in terms of determining pre-service teachers’ parent involvement self-efficacy beliefs. Pre-service early childhood teachers were found to have moderate general self-efficacy beliefs, high parent involvement self-efficacy beliefs, and high perceived barriers to parent involvement. The results indicate that pre-service early childhood teachers’ parent involvement self-efficacy beliefs do not differ with respect to taking part in a course on parent involvement. Moreover, the multiple regression analysis demonstrated that general self-efficacy beliefs have a predictive impact on parent involvement self-efficacy beliefs.