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PUBLISHED

July 13, 2020

Teachers’ versus parents’ perceptions of professionalism of early childhood teachers: A mixed-methods study

Authors:

Pei-Wen, Tan Liang See, Tzuo, Yong Foong Ling and Liang Jyh-Chong

Source:

Australasian Journal of Early Childhood; May2015, Vol. 40 Issue 2, p117-126.

Type:

Journal Article

Subjects:

Child Development - Social Aspects

Early Childhood Education Research

Early Childhood Teachers

Growth of Children

Professional Orientations

Professionalism

Keywords:

Mixed-Methods Research

Perceptions

Professional

Professional Development

Teacher-Parent relationship

Abstract:

This study explores teachers’ versus parents’ perceptions of the various characteristics of PECT to identify gaps among them and suggest ways to close these gaps. A mixed-methods research methodology was employed with 219 teacher and parent participants in Singapore. The quantitative findings indicate first that the teachers perceived PECT to be composed of two dimensions as two levels of capacity: fundamental pedagogical capacity and accumulated classroom studies of children. In contrast, the parents perceived PECT as a single dimension. Second, the gaps between teachers’ and parents’ perceptions were identified as four factor items of PECT, including characteristics of understanding a child’s needs, being able to create good relations with children, professional development and valuing of ethics. This study also suggests how to reach coherent views on PECT and create better dynamics between the two parties.

DOI:

10.1177/183693911504000214

Teachers’ versus parents’ perceptions of professionalism of early childhood teachers: A mixed-methods study

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