How Confident are Kindergarten Teachers in Their Ability to Keep Order in the Classroom? A Study of Teacher Efficacy in Classroom Management

Cosmas Cobbold; Philip Boateng

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How Confident are Kindergarten Teachers in Their Ability to Keep Order in the Classroom? A Study of Teacher Efficacy in Classroom Management

机译：幼儿园教师在课堂上保持订单的能力有多自信？课堂管理教师疗效研究

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The objective of the study was to investigate kindergarten teachers’ efficacy beliefs in classroom management. The sample size was 299 teachers drawn from both public and private kindergarten schools in the Kumasi Metropolis of Ghana. The efficacy beliefs of the teachers with respect to their classroom management practices were measured on a six-point Likert agreement survey questionnaire. Findings from the study indicated that kindergarten teachers in the study area had high efficacy beliefs in classroom management practices. No statistically significant difference was found in the efficacy beliefs in classroom management practices of trained and untrained kindergarten teachers, and of public and private kindergarten teachers. The study drew the conclusion that the professional status of the teachers (i.e. whether they were trained or untrained) and their institutional placement (i.e. whether they taught in a public or private school) were not important influential factors in the teachers’ efficacy beliefs in classroom management. Recommendations for early childhood teacher education programme and research are made.

机译：该研究的目的是调查幼儿园教师在课堂管理中的疗效信念。示例规模为1999所教师，来自加纳的Kumasi Metropolis的公共和私人幼儿园学校。在六点李克特协议调查问卷调查问卷中衡量了教师对课堂管理实践的疗效信仰。研究结果表明，研究区的幼儿园教师在课堂管理实践中具有高效率信念。培训和未经训练的幼儿园教师以及公共和私人幼儿园教师的课堂管理实践中没有统计学意义。该研究制定了教师的职业地位（即他们是受过培训或未受过培训的）及其制度安置（即他们在公共或私立学校教授）的专业地位并不重要，这是教师课堂疗效信仰中的重要影响因素管理。提出了幼儿教师教育计划和研究的建议。

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《Journal of Education and Practice》 |2016年第36期|共10页
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Cosmas Cobbold; Philip Boateng;
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How Confident are Kindergarten Teachers in Their Ability to Keep Order in the Classroom? A Study of Teacher Efficacy in Classroom Management

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