Type of Document	Dissertation
Author	Betawi, Iman Amy
Author's Email Address	iab07@fsu.edu
URN	etd-07062010-155234
Title	The Relationship Between Early Childhood Teachers' Credentials and Beliefs about their Child-rearing and Young Children's Social Development in Preschool Settings
Degree	Doctor of Philosophy
Department	Teacher Education, School of
Advisory Committee	Advisor Name Title Ithel Jones Committee Chair Diana Rice Committee Member Joseph Valente Committee Member Robert Schwartz University Representative
Keywords	Preschoolers Social Development Early Childhood Education Teachers' Education
Date of Defense	2010-06-24
Availability	unrestricted
Abstract This investigation examined the relationship between teachers’ credentials and teachers’ child-rearing beliefs and preschoolers’ social development at Jordan/ Amman private preschool settings. The participants were 946 (474 boys and 474 girls) 4 to 5-year-old preschool children attending private schools at the directorate of Amman /Jordan and their teachers (70). An instrument was administrated to the teachers in order to measure the degree to which their credentials and beliefs relate to preschool children’s social development. Teachers’ credentials and child-rearing beliefs were assessed by using Parental Modernity (PM) Scale for Child-rearing and Educational Beliefs (Schaefer and Edgerton, 1985). Preschool children’s social development was assessed using Social Skills Improvement System (Gresham & Elliot, 2008). Pearson Moment Product Correlation and multiple regression were used to analyze existence of possible relationships. The analyses examined differences in teachers’ credentials and child-rearing beliefs. The Analyses also examined differences in problem behaviors and social skills of preschoolers whose teachers possess traditional beliefs and had low credentials. The findings suggested that more than half of the preschool teachers (71.43%) had low credentials and (77.14%) had traditional beliefs. There were significant, relationship between teachers’ credentials and teachers’ child-rearing beliefs. Also the findings suggested that teachers’ credentials and beliefs were consistent with preschool children’s social development and problem behaviors.
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