A study on the change of teacher professionalism and teacher efficacy of early childhood education students: Whether they have completed the grade and advanced major courses

Abstract

Background/Objectives: The purpose of this study is to examine how teacher professionalism and teacher efficacy vary according to the grade of early childhood education and college students. The purpose of this study was to investigate the effects of the major and minor classes on teacher professionalism and teacher efficacy in 65 kindergarten teachers. Method/Statistical analysis: We used descriptive statistics and T-test to examine teacher professionalism and teacher efficacy changes in early childhood education students. Findings: First, if there is a difference between ‘teaching professionalism and teaching efficacy’ according to the grade of preliminary early childhood teachers, there are differences in teaching professionalism according to grade. In other words, the t value of teacher professionalism is -2.335, which is different according to the grade. Specifically, it is found that the fourth grade is higher than the second grade under the statistical significance level. Second, if there is a difference between ‘teacher professionalism and teaching efficacy’ according to the completion of early childhood education major and advanced courses of preliminary early childhood teachers. In other words, the t value of teaching profession was 1.675, and there was a difference depending on whether or not to take the majors. Specifically, it was found that, when students enrolled in the majors of the majors, they had a higher level of understanding than the majors who did not take the majors. Improvements/Applications: Based on these results, to increase the teacher professionalism and teacher efficacy of the teaching profession, the students in the Early Childhood Education Department should provide the program to increase the professionalism and the efficacy of the teacher before going to the preschool kindergarten. In particular, systematic and gradual programs from entry to graduation should be tailored to the needs of individual students.