Objective:This study aims to analyze the influence of teacher-parent digital communication and motivation on the digital managerial competence of kindergarten teachers in North Sulawesi Province. ...Method: This research was carried out using a survey method. A research sample consist of 96 kindergarten teachers in North Sulawesi Province. The data collection was carried out by questionnaire, and data analysis techniques was done by correlation test. Result:The results showed that there is a positive and significant relationship between teacher-parent digital communication, and motivation with the digital managerial competence of kindergarten teachers. Conclusion: This study's significance lies in the fact that it fills a gap in the existing body of knowledge and lays the groundwork for the creation of a model of digital managerial competency that can be used by teachers in their roles as managers of digital learning; it also provides a foundation for the development of a policy on managerial competency standards for kindergarten teachers and serves as the basis for the creation of an assessment of the digital managerial competence of kindergarten teachers.
In this article, we look at the use of augmented reality (AR) used as a supplement to analogue books. These books are produced by kindergarten teacher students with a target group of children aged ...2-5. Through aesthetic learning processes, students and children create books at the intersection between digital technologies and physical materials. Analysis and discussion deal with examples of the students' analogue books where they use AR, the creative processes, and the students' experiences with analogue and digital techniques.
•Qualitative study explores NYC pre-K teachers’ experiences of COVID-19.•Self-in-Relation theory and 5 awareness framework used to analyze teacher interviews.•Shift to remote teaching resulted in ...silent expectations imposed on women teachers.•Loss of interaction dismantled teacher-student relationships and teacher's identity.•COVID-19 magnified threats to pre-K teachers’ mental health and wellness.
Child sexual abuse (CSA) and problematic sexual behavior (PSB) are worldwide phenomena that occur across all ages. Kindergarten teachers' proactive involvement can be crucial to the prevention, ...disclosure and intervention of CSA and PSB. However, research on their experiences of contending with CSA and PSB remains limited.
This study examines kindergarten teachers' experiences in Israel with the CSA and PSB of their students.
Semi-structured interviews were conducted with 31 teachers: 11 secular Jewish, seven religious Jewish, nine Druze Arab, and four Muslim Arab.
A qualitative analysis was conducted using the interview transcripts as data.
The analysis revealed three themes illustrating teachers' professional transformations regarding their knowledge of these phenomena: 1) initial shock, uncertainty and sense of responsibility when exposed to CSA and PSB due to missing knowledge, 2) implementation of prevention and intervention strategies regarding CSA and PSB, and 3) embracing a social role to disseminate CSA and PSB knowledge. The findings indicated that the majority of the teachers went from overwhelming shock and fear due to a lack of knowledge in coping with CSA and PSB to a sense of responsibility as a community leader.
The fragmentation of the Israeli education system isolates kindergartens, and the lack of training and education for the teachers left them alone when contending with the CSA and PSB of their students. Nevertheless, the participants exhibited remarkable agency and resourcefulness, gaining the necessary knowledge and acting as knowledge agents within their communities.
Background
The healthy development of preschool education requires the support of stable and high-quality preschool teachers. However, there are still many deficiencies in preschool teachers in China ...at present. For pre-service kindergarten teachers, it is very significant to improve their career adaptability and enter professional positions smoothly. Numerous studies have found the effect of professional identification on the career adaptability of pre-service kindergarten teachers, but few studies have explored the potential influencing mechanisms among variables. On the basis of previous studies, this study explores the chain mediating effect of teacher efficacy and self-leadership on the relationship between professional identification and career adaptability of pre-service kindergarten teachers.
Methods
Three hundred eighty-eight participants were recruited from two schools in Zhejiang Province. After screening, 377 questionnaires for pre-service kindergarten teachers were used for data analysis. The questionnaire included self-reported demographic information, professional identification, teacher efficacy, self-leadership, and career adaptability. We collected information on variables by using PISNS, TSE, RSLQ, and CFI, and analyzed the data using SPSS.
Results
(1) Professional identification and career adaptability have a significant positive correlation. (2) The influence of occupational identification on the career adaptability of pre-service kindergarten teachers was carried out in three different ways: professional identification → teacher efficacy → career adaptability, professional identification → self-leadership → career adaptability, and professional identification → teacher efficacy → self-leadership → career adaptability.
Conclusion
Teacher efficacy and self-leadership may mediate the relationship between professional identification and career adaptability of pre-service kindergarten teachers. This study highlighted the complexity of the link between preschool teachers’ professional identification and career adaptability. The paper also discussed the limitations and implications of this study.
Teachers' subjective well-being (SWB) has received much attention, in the light of the major increase in sick leave as well as job quitting among teachers across different cultures and countries. ...Studies on SWB of kindergarten teachers are still scarce, since most of the academic literature is focused on teachers of primary and secondary schools.
The purpose of this study was to analyze and compare kindergarten teachers' SWB in Hong Kong and Italy.
367 Hong Kong and 243 Italian kindergarten teachers completed a self-report questionnaire containing: the Job Satisfaction Survey (JSS), the Rosenberg Self-Esteem Scale (RSES), and the General Health Questionnaires-12 (GHQ-12). The questionnaire collected also socio-demographics data.
Hierarchical regression analysis showed that country belonging plays the strongest predictive role on self-esteem and mental health. Moreover, the independent
-test showed higher levels of job satisfaction among Italian teachers, while Hong Kong teachers were more satisfied in pay and promotion, but less in supervision, operating condition, co-worker relationship, nature of work, and communication.
Results are interpreted in the light of the differences between the two contexts considered, in terms of cultural values and educational systems.
Computational thinking in the educational environment has awaken a rising interest, having been included as part of the curricula from the very beginnings of education. Programmable robots have ...become a valuable positive resource in order to succeed in the development of computational thinking, demanding proper training from kindergarten teachers and trainees in order to be able to teach robotic programming. This article has the purpose to 1) identify the frequent errors made by trainee kindergarten teachers when solving a series of robotic problems in a computational thinking module, which develops in the course of Didactics of Mathematics and 2) determine the level of comprehension of the robot concept acquired by the trainees when solving robotics problems. The research developed in a qualitative methodology manner; the data used for this article were collected through the solving of five robotic problems and an open-ended question that had to be answered by each of the 25 participants individually. The results showed that, in general, the most frequent error appeared in problems in which movements were set in a Euclidean space of two dimensions. That is to say, the problems’ solving required a selection of different commands: turn, moving forward and/or backwards. Moreover, more than half of the participants who answered the open-ended question succeeded in owning the robot concept once they had solved the problems.
The aim of this study was to evaluate knowledge on pre-hospital emergency management of tooth avulsion among Croatian kindergarten teachers. A cross-sectional study was conducted among 33 educators ...in kindergarten (average 43.9±9.7 years). The questionnaire contained 10 close-ended questions with two or eleven possible answers. Statistical significance was determined using chi-square test. Majority of participants had no experience with tooth injury among children in kindergarten. Questions about the familiarity with the terms of a knocked-out tooth and tooth replantation and whether the knocked-out tooth should be replanted were confirmatively answered by 90.9%, 57.6% and 63.6% of participants, respectively. Only 9.1% of participants provided the correct answer that replantation should be done within 30 minutes. 78.8% of participants would choose correct medium for cleaning if avulsed tooth got dirty. Tooth would be transported in appropriate medium by 48.5% of participants. Correct answers on both the transport medium and the cleaning of knocked-out tooth were provided by 45.5% participants. 57.6% participants would seek help for replantation by visiting the nearest dentist. None of the participants had ever received any kind of information on management of a knocked-out tooth. The kindergarten teachers have a lack of knowledge for immediate response to tooth avulsion. Every kindergarten teacher should be well informed what should be done if some type of dental injury happens. The official communication between dental professionals and kindergarten teachers should be improved at local and regional level.
Cilj ovog istraživanja bio je procijeniti znanje hrvatskih
odgojitelja o zbrinjavanju avulzije zuba prije ambulantnog liječenja. Presječno
istraživanje provedeno je sa 33 odgojitelja u dječjim vrtićima (prosječne
starosti 43,9 ± 9,7 godina). Upitnik je sadržavao 10 pitanja s dva do jedanaest
mogućih odgovora. Statistička značajnost utvrđena je hi-kvadrat testom. Većina
ispitanika nije imala iskustva s ozljedom zuba kod djece vrtićke dobi. Na
pitanja o poznavanju pojmova izbijenog zuba, reimplantacije zuba i da li je
potrebno izbijeni zub reimplantirati potvrdno je odgovorilo 90,9%, 57,6% odnosno
63,6% ispitanika. Samo je 9,1% ispitanika točno odgovorilo da bi reimplantaciju
zuba trebalo obaviti u periodu od 30 minuta. Ukupno 78,8% ispitanika izabralo
bi ispravan medij za čišćenje ako je izbijeni zub onečišćen. Zub bi u odgovarajućem
mediju transportiralo 48,5% ispitanika. Točne odgovore o vrsti transportnog
medija i čišćenju izbijenog zuba dalo je 45,5% ispitanika. Ukupno 57,6%
ispitanika zatražilo bi pomoć za reimplantaciju zuba kod najbližeg doktora dentalne
medicine. Nijedan ispitanik nikada nije dobio nikakvu informaciju o liječenju
izbijenog zuba. Odgojitelji u dječjem vrtiću nemaju dovoljno znanja za hitno
zbrinjavanje prilikom avulzije zuba. Svi odgojitelji u dječjim vrtićima trebali
bi biti dobro informirani o tome kako postupiti prilikom ozljede zuba.
Komunikaciju između doktora dentalne medicine i odgojitelja u dječjim vrtićima
potrebno je poboljšati na lokalnoj i regionalnoj razini.
This study examines the effects of kindergarten teachers’ self-efficacy on their perceived teacher-child relationships, and explores the associations between self-efficacy and two types of positive ...affective states (i.e., flow experience and psychological well-being) as the antecedents of efficacy beliefs. A sample of 796 kindergarten teachers in Hong Kong participated in this study. The results showed that teachers’ flow experience and psychological well-being were significantly associated with their perceived positive teacher-child relationships, and teacher self-efficacy significantly mediated the effects of teachers’ positive affective states on their perceived teacher-child relationships. The results highlight the significance of integrating social cognitive theory and positive psychology into the understanding of the relationships between teachers’ positive affective states, self-efficacy, and teacher-child relationships in early childhood education settings. The implications for theory and practice are discussed.
•The study highlighted the integration of social cognitive theory and positive psychology.•Kindergarten teachers’ work-related flow facilitated their psychological well-being.•Teachers’ flow and well-being predicted their perceived teacher-child relationships.•Self-efficacy significantly mediated the effects of teachers’ affective states on teacher-child relationships.
This case study was undertaken to characterise the interventions made by a kindergarten teacher during a multiplicative structure problem-solving lesson. The study findings show that when she ...realised the children were having difficulty, she provided assistance to enable them to find the right answer. When the children gave an incorrect response, she did not prompt them to reason their ideas, but either ignored their response or guided them to the right answer with manipulatives. Moreover, less varied and simpler problem-solving strategies were employed when the teacher gave instructions than when she gave help or clues. From this, we conclude that the intervention determined the type of strategy used by the children and the teacher varied their discourse depending on the children's performance.
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