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The purpose of the current study was two-fold. First, the authors aimed to explore preservice teachers’ attitudes toward integrating drama in the elementary school curriculum and to identify the latent dimensions underlying the attitudinal survey data. A second objective of the study was to demonstrate the application of exploratory factor analysis with a small sample using the Bayesian estimation procedure. The sample consisted of 32 preservice teachers (29 females and 3 males) enrolled in a university-based early childhood education program in the United States of America, who participated in several drama workshops over a period of two academic years. During the last semester of their teacher preparation program, preservice teachers were asked to complete a subset of the Drama-Infused Pre-service Teacher Experience Survey, which measures preservice teachers’ attitudes and beliefs about using drama in their teaching. Models with one, two, and, three factors were estimated. The optimal solution showed very good fit to the data and included two factors (F1 and F2). Items in F1 refer to integrating drama to improve teaching, whereas items in F2 refer to integrating drama to enhance student outcomes. The location of each individual on the identified latent variables was estimated by computing mean plausible values. The identification of these two factors is a first step in the development of assessment tools for measuring attitudes regarding drama integration. Further, the current study demonstrates the application of Bayesian EFA, a new approach to factor analysis, which improves estimation accuracy with small sample sizes and non-normal data.

Perceptions of Drama Integration in the Elementary Literacy Curriculum: A Bayesian Exploratory Factor Analysis