عنوان

Professional Learning Experiences That Affect Self-efficacy Beliefs and Achievement Goal Orientations of Kindergarten Teachers in Kuwait

شماره

TLpq2244404844

زبان متن نوشتاري يا گفتاري و مانند آن

انگلیسی

عنوان اصلي

Professional Learning Experiences That Affect Self-efficacy Beliefs and Achievement Goal Orientations of Kindergarten Teachers in Kuwait

نام عام مواد

[Thesis]

نام نخستين پديدآور

Alazemi, Nadeyah

نام ساير پديدآوران

Koul, Ravinder

نام ناشر، پخش کننده و غيره

The Pennsylvania State University

تاریخ نشرو بخش و غیره

2019

نام خاص و کميت اثر

188

جزئيات پايان نامه و نوع درجه آن

Ph.D.

کسي که مدرک را اعطا کرده

The Pennsylvania State University

امتياز متن

2019

متن يادداشت

The purpose of this study is to investigate which professional learning experiences affect teaching self-efficacy and achievement goal orientations of kindergarten teachers in Kuwait. In addition, the association between teachers' perceptions about the effects of professional learning experiences on their sources of self-efficacy and their levels of self-efficacy and achievement goal orientations are explored. The study is based on Bandura's theoretical framework for self-efficacy and the concept of achievement goal orientations. This quantitative study is based on data from a measurement instrument comprised of three surveys: two adopted from previous research which measure teachers' self-efficacy and achievement goal orientations, and one developed and validated during this study which measures teachers' perceptions about the effects of professional learning experiences on their sources of self-efficacy. The results, which are based on data collected from 629 kindergarten teachers in Kuwait, suggest that professional learning experiences aimed at developing mastery experience and fostering social persuasion are associated with positive motivational outcomes (i.e., high self-efficacy and adoption of the mastery achievement goal orientation). The results also show that Kuwaiti kindergarten teachers tend to adopt performance goal orientations more than mastery achievement goal orientations. Moreover, a direct relationship exists between years of experience and self-efficacy: less experienced teachers tend to have lower self-efficacy levels than more experienced teachers. These findings have several important implications. Suggestions are made for the design of effective professional learning experiences that can best promote positive motivational outcomes for teachers. Moreover, these findings contribute to the education field by providing valuable evidences from a non-Western cultural context.

موضوع مستند نشده

Early childhood education

موضوع مستند نشده

Teacher education

مستند نام اشخاص تاييد نشده

Alazemi, Nadeyah

مستند نام اشخاص تاييد نشده

Koul, Ravinder

نام الکترونيکي

فرمت انتشار

p

نوع ماده

[Thesis]

کد کاربرگه

276903

سطح دسترسي

a

تكميل شده

Y