Comparison of Self-Efficacy Between Male and Female Pre-Service Early Childhood Teachers
No Thumbnail Available
Date
2015
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Routledge
Abstract
Teaching in early childhood classrooms is a female-dominated job all over the world. The aim of this study is to compare male and female pre-service early childhood teachers' sense of self-efficacy. The study sample of 451 pre-service teachers consisted of 231 female and 220 males. The Turkish-language version of the Teachers' Sense of Efficacy Scale (TTSES) was used for data collection. The results indicate a significant difference between the male and female respondents' overall sense of self-efficacy, as well as their sense of self-efficacy relating to the specific area of classroom management. However, no significant differences were found in males' and females' sense of self-efficacy with regard to student engagement or instructional strategies. © 2015 Taylor & Francis.
Description
Keywords
Female Pre-Service Early Childhood Teachers, Male Pre-Service Early Childhood Teachers, Self-Efficacy
Turkish CoHE Thesis Center URL
WoS Q
Q4
Scopus Q
Q2
Source
Early Child Development and Care
Volume
185
Issue
10
Start Page
1629
End Page
1640