ABSTRACT

The purpose of this paper is to investigate how preparation for teaching culturally and linguistically diverse children influences early childhood teachers’ motivation to remain in teaching. This study is grounded in Bandura’s self-efficacy theory. Early childhood teachers were sent an online survey and asked about their teacher preparation, job satisfaction, self-efficacy for teaching diverse children, and motivation to remain in teaching. Teachers who reported high motivation to remain were compared to teachers with 1) low motivation to remain and 2) teachers unsure about remaining. The teachers were compared on their years of teaching experience, job satisfaction, self-efficacy for teaching diverse children, and diversity education using one-way ANOVA and Tukey post hoc test. The results suggest early childhood teachers with high motivation to remain had significantly more undergraduate coursework focused on diversity, felt their teacher education programs better prepared them for teaching culturally and linguistically diverse children, and did an effective job working with children from diverse backgrounds. Moreover, early childhood teachers with high motivation to remain had fewer years of teaching experience than teachers unsure about their motivation to remain. Implications will be discussed.

摘要

本文的目的是调查为教育文化和语言多样化的儿童做准备如何影响幼儿教师继续教学的动机。本研究以班杜拉的自我效能理论为基础。幼儿教师收到了一项在线调查，询问他们的教师准备、工作满意度、教学不同儿童的自我效能以及继续教学的动机。将报告留下高动机的教师与 1) 留下动机低和 2) 不确定留下的教师进行比较。使用单向方差分析和 Tukey 事后检验对教师的多年教学经验、工作满意度、教学多元化儿童的自我效能和多元化教育进行比较。结果表明，具有高留下动力的幼儿教师有更多的本科课程侧重于多样性，他们认为他们的教师教育计划更好地为他们教授文化和语言多样化的儿童做好了准备，并且在与来自不同背景的儿童合作方面做得很好。此外，具有高留下动机的幼儿教师的教学经验少于不确定其留下动机的教师。将讨论影响。与不确定自己留下动机的教师相比，具有高留下动机的幼儿教师的教学年限较少。将讨论影响。与不确定自己留下动机的教师相比，具有高留下动机的幼儿教师的教学年限较少。将讨论影响。