The Mediating Role of Professional Identity: Empowering Early Childhood Education Leaders in Israel

• In Event: Poster Session 3
  In Poster Session: The Mediating Role of Professional Identity: Empowering Early Childhood Education Leaders in Israel

Proposal

Introduction
In contemporary Israel, the teaching profession, particularly at the early childhood level, faces challenges. Traditionally female-dominated, it suffers from a lack of societal prestige and recognition, often leading to lower salaries. Many women choose early childhood education (ECE) to balance motherhood with income generation. However, compared to their counterparts in primary and secondary education, ECE professionals often receive less recognition, partly due to a less rigorous professional training requirement. This situation can negatively impact their self-efficacy (SE), which refers to their belief in their ability to effectively perform their job duties.
This study investigates the critical role of professional identity (PI) in bridging the gap between training and self-efficacy among early childhood care and education (ECCE) center managers in Israel.
The Significance of Professional Identity and Self-Efficacy
A strong PI is crucial for educators, especially in the formative years of a child's life. A clear and well-developed PI fosters a sense of belonging to a respected profession, leading to greater motivation and commitment. This, in turn, translates into a positive learning environment for young children.exclamation Self-efficacy, on the other hand, empowers managers to navigate the complexities of their roles. They are better equipped to handle challenges, implement effective teaching practices, and advocate for the needs of the children and staff.exclamation
The Study and its Findings
A quantitative study involving 137 ECCE center managers in Israel explored the relationships between PI, SE, and participation in training programs. The findings supported four key hypotheses:
1. PI and SE: Managers with a stronger PI demonstrated higher levels of self-efficacy.exclamation This suggests that feeling valued and recognized as professionals enhances their confidence in their abilities.
2. Training and PI: Participation in a training program positively impacted the managers' PI. Training likely provides them with new skills, knowledge, and a sense of accomplishment, leading to a more robust professional identity.exclamation
3. Training and SE: Direct participation in training programs also led to increased SE among the managers.exclamation Training equips them with practical tools and strategies, fostering a belief in their effectiveness.
4. The Mediating Role of PI: Most importantly, the study revealed that PI acts as a mediator between training participation and SE. In simpler terms, the positive impact of training on self-efficacy is amplified by a strengthened professional identity gained through the training program.
Implications and Future Directions
These findings highlight the importance of fostering a strong professional identity among ECCE center managers. By prioritizing training programs that not only equip managers with practical skills but also contribute to their sense of professional belonging and value, we can empower them as educational leaders. This, in turn, has the potential to improve the quality of early childhood education, ultimately leading to better outcomes for young children. Additionally, promoting the value of PI can encourage greater voluntary participation in training programs, creating a positive cycle of professional development and improved early childhood education in Israel.exclamation
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Authors

• yaara shilo, bar-ilan

• Iris BenDavid-Hadar, Bar Ilan University