Early Childhood Inservice Teachers’ Perceptions, Motivations, and Interests in the New PK-3 Credential

• In Event: Shaping the Future of Early Childhood Education: Teacher Perceptions, Professional Learning, and Equity-Driven Development

Abstract

With the rising demand for qualified early childhood education professionals, a new PK-3 credential program has been approved and will soon be available in California. This study explored factors influencing teachers’ interest in the new credential. Using Bandura’s Social Cognitive Theory, we interviewed six inservice teachers of color and identified themes related to personal, behavioral, and environmental factors. While acknowledging career-related barriers, they highlighted social values, a sense of obligation, and job rewards as motivators. Teachers emphasized the need for financial and academic assistance to pursue the credential.

Authors

• Natalie Michelle Chicas, California State University - Los Angeles

• Yafen Lo, California State University - Los Angeles

• Su-Jeong Wee, California State University - Los Angeles

• Sarina Jade Velsa, University of California - Los Angeles

• Chelsea Camila Leyva, California State University - Los Angeles