An Analysis of the T.E.A.C.H. Early Childhood Project: Factors Related to Perceptions of Teachers’ Knowledge, Skills and Confidence Public Deposited

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  • March 20, 2019
  • Duncan, Tisha Admire
    • Affiliation: School of Education
  • Having highly qualified staff with training in early childhood education can increase the likelihood for young children to receive developmentally appropriate care. The National Institute for Early Education Research reports that 80% of all American families have their child in some form of early care and education program (Doggett, 2006). According to the US Department of Labor (2004), more than 62% of the labor force is working women with children under 6 years old. As more women are entering the workforce, there is an increased demand for childcare, thereby raising questions about whether early childcare providers are adequately trained to meet the needs of the children in their care (Doggett, 2006; McMullen, 1999; Peck, 1994; Vandell, 2004). In order to investigate which characteristics of the teachers participating in the Teacher Education and Compensation Helps (T.E.A.C.H.) Early Childhood Project predict perceived learning outcomes, the researcher conducted quantitative research through secondary data analysis. The analyses were based on the collection of quantitative data from the T.E.A.C.H. Scholarship Program Evaluation developed by Child Care Services Association (CCSA) of North Carolina. The survey used in his study provided information on the perspectives of participants (program directors and the teachers they supervised) of the T.E.A.C.H. Early Childhood Project in 2006. The researcher was able to specifically analyze data for 740 learners and 644 directors, linking 208 learners with their directors. The researcher was unable to conclude that the independent variables had an effect on the dependent variables. Level of education of the learner and age group taught did not influence the perceptions of learners and directors in the areas of knowledge and skills, instructional techniques and practices, and relationships with children and their families. The exception in the results is that age group taught, specifically three, four, and pre-k five year olds, did influence confidence in teaching abilities. Years of experience of the learner did influence relationships with children and their families. The learners’ response indicates that course offerings influenced relationship with children and their families.
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  • Day, Barbara
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