Examining the Relationship Between Teacher Beliefs, Pre-Kindergarteners' Self-Regulation, and Classroom Quality: Informing Professional Development

• In Event: AERA Poster Session 10
  In Poster Session: Poster 6: Relationship

Abstract

The purpose of this convergent parallel, mixed methods study was to examine and explore the relationship between subjective teacher beliefs, classroom quality, and pre-kindergartener’s self-regulatory abilities within a publicly funded pre-kindergarten program. Teacher subjective beliefs (beliefs of classroom management, classroom practice, and beliefs of children) were studied operantly using Q-Methodology, in addition to, audio-recorded focus groups (n = 20). Student data and teacher data were separately collected and analyzed prior to intercepting for interpretation with priority assigned to the quantitative data. The following major corroborated QUANqual results emerged: a) in-classroom coaching and training influence teacher beliefs about classroom management, practice, and children, and b) teachers in sample believe self-regulation is fundamental for pre-kindergarteners. Future recommendations included in submission.

Authors

• Cailin Jane Kerch, University of Alabama

• James M. Ernest, University of Alabama - Birmingham