Sources of teacher beliefs about developmentally appropriate practice: a structural equation model of the role of teacher efficacy beliefs

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dc.authoridCobanoglu, Rahime/0000-0003-4662-8920
dc.authoridCapa Aydin, Yesim/0000-0002-5463-1989
dc.contributor.authorCobanoglu, Rahime
dc.contributor.authorCapa-Aydin, Yesim
dc.contributor.authorYildirim, Ali
dc.date.accessioned2025-03-23T19:34:52Z
dc.date.available2025-03-23T19:34:52Z
dc.date.issued2019
dc.departmentSinop Üniversitesi
dc.description.abstractThe developmentally appropriate practice (DAP) guideline offers professional standards for high quality practice in early childhood education in the United States and abroad. The present study examines how well the three aspects of teacher efficacy beliefs including self-efficacy for teaching, self-efficacy for parent involvement, and general teaching efficacy predict teacher beliefs about DAP as well as developmentally inappropriate practice (DIP) through structural equation modeling. The sample comprised 251 preschool teachers employed in public pre-primary schools in a metropolitan city in Turkey. Results indicated that general teaching efficacy was a significant predictor of teacher beliefs about DAP and DIP. Teacher self-efficacy for parent involvement significantly predicted teacher beliefs about DAP but not DIP. There was not any significant influence of teacher self-efficacy for teaching on teacher beliefs about DAP and DIP. This study overall suggests that teacher efficacy beliefs constitute one of the important sources of teacher beliefs about DAP.
dc.identifier.doi10.1080/1350293X.2019.1579547
dc.identifier.endpage207
dc.identifier.issn1350-293X
dc.identifier.issn1752-1807
dc.identifier.issue2
dc.identifier.scopus2-s2.0-85061569888
dc.identifier.scopusqualityQ1
dc.identifier.startpage195
dc.identifier.urihttps://doi.org/10.1080/1350293X.2019.1579547
dc.identifier.urihttps://hdl.handle.net/11486/5754
dc.identifier.volume27
dc.identifier.wosWOS:000460622400005
dc.identifier.wosqualityQ2
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherRoutledge Journals, Taylor & Francis Ltd
dc.relation.ispartofEuropean Early Childhood Education Research Journal
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WOS_20250323
dc.subjectTeacher beliefs
dc.subjectdevelopmentally appropriate practice
dc.subjectdevelopmentally inappropriate practice
dc.subjectgeneral teaching efficacy
dc.subjectteacher self-efficacy
dc.titleSources of teacher beliefs about developmentally appropriate practice: a structural equation model of the role of teacher efficacy beliefs
dc.typeArticle

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