Exploring the Relationships Between Kindergarten Educators' Certification Area, Perceived Control, Instructional Practices, and Career Satisfaction

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Abstract

This paper examines the relationships between certification area, perceived instructional control, instructional practices, career satisfaction among a nationally representative sample of kindergarten teachers. Through an exploratory descriptive analysis of the Early Childhood Longitudinal Study-Kindergarten Cohort 2011 data, we find that teachers with early childhood certification tend to report lower perceived control than those with elementary-only certification. However, when early childhood certified teachers perceive higher control, they are more likely to implement developmentally appropriate instructional practices. Regardless of certification area, higher perceived control is related to higher career satisfaction. We highlight implications for research and practice, including the continued education of elementary school leaders in the unique nature of early childhood education.

Authors

• Alison Hooper, University of Alabama
  Presenting Author

• R. Clarke Fowler, Salem State University
  Presenting Author