by NUR ALAÇAM · 2015 · Cited by 7 — Alaçam, Nur. M.S., Department of Early Childhood Education. Supervisor: Assist. Prof. Dr. Refika OLGAN. June 2015,152 pages. The aims of this study were;
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PARENT INVOLVEMENT SELF – EFFICACY BELIEFS OF PRE – SERVICE EARLY CHILDHOOD TEACHERS WITH RESPECT TO GENERAL SELF – EFFICACY BELIEFS AND PERCEIVED BARRIERS ABOUT PARENT INVOLVEMENT A THESIS SUBMITTED TO THE GRADUATE SCHOOL OF SOCIAL SCIENCES OF MIDDLE EAST TECHNICAL UNIVERSITY BY IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF SCIENCE IN THE DEPARTMENT OF EARLY CHILDHOOD EDUCATION JUNE 2015
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Approval of the Graduate School of Social Sciences Director I certify that this thesis satisfies all the requirements as a thesis for the degree of Master of Science. Head of Department This is to certify that we have read this thesis and that in our opinion it is fully adequate, in scope and quality, as a thesis for the degree of Master of Science. Assist. Prof. Dr. Refika OLGAN Supervisor Examining Committee Members Assist. Prof. Dr. Refika OLGAN (METU, ECE)
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iii I hereby declare that all information in this document has been obtained and presented in accordance with academic rules and ethical conduct. I also declare that, as required by these rules and conduct, I have fully cited and referenced all material and results that are not original to this work. Name, Last name: Signature :
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i v ABSTRACT PARENT INVOLVEMENT SELF – EFFICACY BELIEFS OF PRE – SERVICE EARLY CHILDHOOD TEACHERS WITH RESPECT TO GENERAL SELF – EFFICACY BELIEFS AND PERCEIVED BARRIERS ABOUT PARENT INVOLVEMENT M.S., Department of Early Childhood Education Supervisor: Assist. Prof. Dr. Refika OLGAN June 2015, 152 pages The aims of this study were; (1) to investigate pre – general self – efficacy beliefs, parent involvement self – efficacy beliefs, perceived barriers to parent involvement and self – reported skills in implementation of the parent involvement strategies, (2) to examine whether parent involvement self – efficacy beliefs of pre – service early childhood teachers differ with respect to taking part in a course on parent involvement, and (3) to explore the predictive impact of pre – service e – efficacy beliefs and perceived barriers to parent involvement on their parent involvement self – efficacy beliefs. The participants of the study were 601 third and fourth year early childhood teacher candidates attending four public and one private universities in Ankara. Data was collected in the fall semester of 2014 – 2015 academic year using the following three scales on; the General Self –
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v efficacy Beliefs , Assessment of Parent Involvement Efficacy, and Barriers to Parent Involvement. The results of the exploratory and confirmatory factor analyses revealed that the Turkish version of the Assessment of Parent Involvement Efficacy Scale is valid and reliable in terms of determining pre – service teacher – efficacy beliefs. Pre – service early childhood teachers were found to have moderate general self – efficacy beliefs, high parent involvement self – efficacy beliefs, and high perceived barriers to parent involvement. The results indic ate that pre – service early childhood – efficacy beliefs do not differ with respect to taking part in a course on parent involvement. Moreover, the multiple regression analysis demonstrated that g eneral self – efficacy beliefs have a predictive impact on parent involvement self – efficacy beliefs . Keywords: Parent involvement, self – efficacy beliefs, perceived barriers, self – reported skills, pre – service early childhood teachers
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ix ACKNOWLEDGMENTS First of all, I wish to express my deepest gratitude to my supervisor Assist. Prof. Dr. Refika OLGAN for her invaluable guidance, advice, constructivist criticism, encouragements and support s throughout the research. I also want to thank Christine Margaret Calvert for her thoughts and recommendations. Moreover, I am thankful to Res. Assist. Haydar Karaman and Res. Assist. Sinem Demirci for their advices and supports in data analysis parts. In addition, I would like to thank to participants, the preservice early childhood University, and Middle East Technical University for their participation in this study. I also want to thank specifically instructors who welcomed me in universities. I am their help to gather the data. Moreover, I wa – 29.Their close friendship and support helped me complete this study. Last but not least, I would like to thank my beloved family for the ir love, encouragement, and understanding during this process. This thesis was supported by the Scientific and Technological Research Council of
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x TABLE OF CONTENTS PLAGIARISM..iii ABSTRACT .. .. .. .. iv .. .. .. vi DEDICATION .. .. .. .. viii ACKNOWLEDGMENTS .. .. . ix TABLE OF CONTENTS .. .. x LIST OF TABLES .. .. .. . xiv LIST OF FIGURES .. .. .. x v i LIST OF ABBREVIATIONS .. .. xv ii CHAPTER 1. INTRODUCTION .. .. . 1 1.1. Significance of the Study .. .. 4 1.2 Purpose of the Study .. .. .. 10 1.3 Definition of Important Terms .. . 10 2. REVIEW OF THE RELATED LITERATURE .. .. 12 2.1 Self – efficacy .. .. 12 2.1.1 Definition and Sources of the Self – efficacy . 12 2.1.2 Teacher Efficacy and Its Sources .. 14 2.1.3 – efficacy Beliefs and Parent Involvement . 16 2.2 Parent Involvement .. .. . 20 2.2.1 Definition of the Parent Involvement .. 20 2.2.2 Models and Types of Parent Inv olvement . 21 2.2.3 Benefits of the Parent Involvement .. 24 2.2.4 Roles of Teachers in the Parent Involvement Process and Skills required to Work Effectively with Parents .. 26 2.3 Barriers to Parent Involvement in Early Childhood Education Process. .. .. .. 27
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xi 2.4 Teacher Preparation Programs and Parent Involvement 30 2.4.1 P re – ..30 2.4.2 Early Childhood Teacher Education Program in Turkey .. 33 2.4.3 Mi nistry of National Education (MoNE) Early Childhood Education Curriculum .. ..33 2.5 Theoretical Framework of the Study .. . 36 2.5.1 Social Cognitive Theory .. 36 2.5.2 Ecological Theory .. .. .. 38 2.6 Parent Involvement Research Conducted with Teachers . 39 2.6.1 Studies Conducted Abroad with Pre – service Teachers . 39 2.6.2 Studies Conducted Abroad with In – service Teachers 44 2.6.3 Studies Conducted in Turkey with Pre – service Teachers 49 2.6.4 Studies Conducted in Turkey with In – service Teachers .. 51 2.7 Summary .. .. . 53 3. METHODOLOGY .. .. . 56 3.1 Design of the Study .. .. . 56 3.2 Population and Subjects .. .. 57 3.2.1 Major Characteristics of the Target Population . 57 3.2.1.1 Demographic Information on Pre – service Early Childhood Teachers .. 57 3.2.1.2 Information Related to Parent Involvement . 57 3.3 Data Collection Instruments .. .. 59 3.3.1 Demographic Information Form .. . 59 3.3.2 General Self – Efficacy Beliefs Scale .. .. 59 3.3.3 Assessment of Parent Involvement Efficac y Scale .. 60 3.3.3.1 T he Original Assessment of Parent Involvement Efficacy Scale .. 60 3.3.3.2 Adaptation of the Assessment of Parent Involvement Efficacy Scale to Turkish . 61 3.3.3.3 Pilot Study .. .. 62 3.3.3.4 Validity of the Turkish Version of the Assessment of Parent Involvement Efficacy Scale 62
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