Open AccessRelationship between Preschool Teachers’ Professional Identity and Teaching Efficacy
Author(s) -
Su-ching Lin,
Su-mei Tseng
Publication year - 2022
Publication title -
journal of social science studies
Language(s) - English
Resource type - Journals
ISSN - 2329-9150
DOI - 10.5296/jsss.v9i1.19723
Subject(s) - seniority , identity (music) , psychology , self efficacy , descriptive statistics , mathematics education , professional development , pearson product moment correlation coefficient , pedagogy , medical education , social psychology , medicine , mathematics , political science , statistics , physics , acoustics , law
This study investigates the relationship between preschool teachers' professional identity and teaching efficacy and selected 452 preschool teachers from central Taiwan as samples. A questionnaire was applied to collect data. This study used descriptive statistics, Pearson's product-moment correlation, and multiple regression analysis to analyze data. The findings of this study are as follows: first, teachers' professional identity is high, and teaching efficacy is good. Second, teachers with different teaching seniority show no significant differences in perceived professional identity, while there is a significant difference in perceived teaching efficacy. Third, teachers perceived professional identity and teaching efficacy as belonging to a medium positive correlation. Fourth, teachers' professional identity can predict their teaching efficacy. The study proposes some suggestions for educational authorities, schools, teachers, and future researchers based on the findings.