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首页> 外文期刊>Developing Country Studies >Exploring the Instructional Practices Efficacy Beliefs of Kindergarten Teachers in the Kumasi Metropolis of Ghana
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Exploring the Instructional Practices Efficacy Beliefs of Kindergarten Teachers in the Kumasi Metropolis of Ghana

机译：加纳库玛西大都会幼儿园教师的教学实践效能信念探索

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The influence of teacher efficacy beliefs on children’s cognitive achievements and success at school is accepted among educators internationally and well established in the literature. Yet, teachers’ sense of efficacy beliefs in the various aspects of their work at different levels of the education system continues to be investigated by researchers. Within the context of a developing country implementing a new curriculum, this study explores the efficacy beliefs of kindergarten teachers regarding instructional practices. Using an eight-point Likert-type survey questionnaire, the efficacy beliefs of 299 public and private kindergarten teachers in the Kumasi metropolis of Ghana with respect to instructional practices are examined. Research findings indicate that kindergarten teachers in the metropolis have high efficacy beliefs in instructional practices. No statistically significant difference was found in the efficacy beliefs in instructional practices of public and private kindergarten teachers, but statistically significant difference was found in the efficacy beliefs of trained and untrained teachers. Implications for early childhood teacher education are drawn and recommendations made.
机译：教师效能信念对孩子的认知成就和在学校取得成功的影响已为国际教育工作者所接受，并在文献中得到充分证实。然而，研究人员仍在研究教师在教育系统不同层次上对他们工作各个方面的效能信念。在发展中国家实施新课程的背景下，本研究探讨了幼儿园教师在教学实践中的效能信念。使用八点李克特式调查问卷，对加纳库玛西大都会地区299名公立和私立幼儿园教师的教学效能信念进行了调查。研究发现表明，大都市的幼儿园教师对教学实践具有很高的信念。在公立和私立幼儿园教师的教学实践中，效能信念没有发现统计学上的显着差异，但是在训练有素和未经训练的教师的效能信念上，没有发现统计学上的显着差异。提出了对幼儿教师教育的启示并提出了建议。

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