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Teachers' Perceptions of Barriers to Play-Based Instructional Practices and Self-Efficacy in the Kindergarten Classroom.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teachers' Perceptions of Barriers to Play-Based Instructional Practices and Self-Efficacy in the Kindergarten Classroom./
Author:	Coggio, Jennifer Elizabeth.
Description:	1 online resource (130 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-07, Section: A.
Contained By:	Dissertations Abstracts International84-07A.
Subject:	Early childhood education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30245746click for full text (PQDT)
ISBN:	9798368437279

Teachers' Perceptions of Barriers to Play-Based Instructional Practices and Self-Efficacy in the Kindergarten Classroom.
Coggio, Jennifer Elizabeth.

Teachers' Perceptions of Barriers to Play-Based Instructional Practices and Self-Efficacy in the Kindergarten Classroom. - 1 online resource (130 pages)

Source: Dissertations Abstracts International, Volume: 84-07, Section: A.

Thesis (Ed.D.)--Manhattanville College, 2023.

Includes bibliographical references

This quantitative study examined the connections between kindergarten teachers' perceptions regarding play-based learning, classroom practices, and their feelings of self-efficacy, with the goal of gaining a better understanding of the relationship between teachers' perceptions of play and actual play-based classroom instruction. The data showed that kindergarten teachers value and positively perceive implementing play-based instructional strategies in their classrooms. They felt prepared and confident in integrating play-based experiences. Significant correlations were found between teachers who felt trained and prepared in play-based instruction, and the amount of play-based learning that took place in their classroom. Additionally, kindergarten teachers' self-efficacy increased as the number of early childhood courses and relevant training increased. Furthermore, kindergarten teachers reported a lack of support from schools and school districts. They reported that a lack of training and unsuitable environments played a role on whether and how much play-based learning takes place in their classroom. Lastly, kindergarten teachers reported that curriculum pressures and a lack of autonomy in selecting a curriculum influenced their play practices. This study suggests that kindergarten teachers may be underserved by the professional development and the support they receive from schools and districts alike. To raise self-efficacy in implementing play-based instruction, additional training for teachers and school leaders should be offered and a greater number of early childhood courses should be required for certification.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798368437279Subjects--Topical Terms:

518817
Early childhood education.
Subjects--Index Terms:

Developmentally appropriate practiceIndex Terms--Genre/Form:

542853
Electronic books.

Teachers' Perceptions of Barriers to Play-Based Instructional Practices and Self-Efficacy in the Kindergarten Classroom.
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500 $a Source: Dissertations Abstracts International, Volume: 84-07, Section: A.
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502 $a Thesis (Ed.D.)--Manhattanville College, 2023.
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520 $a This quantitative study examined the connections between kindergarten teachers' perceptions regarding play-based learning, classroom practices, and their feelings of self-efficacy, with the goal of gaining a better understanding of the relationship between teachers' perceptions of play and actual play-based classroom instruction. The data showed that kindergarten teachers value and positively perceive implementing play-based instructional strategies in their classrooms. They felt prepared and confident in integrating play-based experiences. Significant correlations were found between teachers who felt trained and prepared in play-based instruction, and the amount of play-based learning that took place in their classroom. Additionally, kindergarten teachers' self-efficacy increased as the number of early childhood courses and relevant training increased. Furthermore, kindergarten teachers reported a lack of support from schools and school districts. They reported that a lack of training and unsuitable environments played a role on whether and how much play-based learning takes place in their classroom. Lastly, kindergarten teachers reported that curriculum pressures and a lack of autonomy in selecting a curriculum influenced their play practices. This study suggests that kindergarten teachers may be underserved by the professional development and the support they receive from schools and districts alike. To raise self-efficacy in implementing play-based instruction, additional training for teachers and school leaders should be offered and a greater number of early childhood courses should be required for certification.
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538 $a Mode of access: World Wide Web
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