Exploring the relationships between kindergarten educators' certification area, perceived control, instructional practices, and career satisfaction.
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| Title: | Exploring the relationships between kindergarten educators' certification area, perceived control, instructional practices, and career satisfaction. |
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| Authors: | Hooper, Alison1 (AUTHOR) alhooper2@ua.edu, Fowler, R. Clarke2 (AUTHOR) |
| Source: | Journal of Early Childhood Teacher Education. Jan-Mar2026, Vol. 47 Issue 1, p67-84. 18p. |
| Subject Terms: | *Certification, *Early childhood education, *Teaching methods, *Kindergarten teachers, *Teacher training, *Job satisfaction, Perceived control (Psychology), Self-determination theory |
| Abstract: | This paper examines the relationships between certification area, perceived instructional control, instructional practices, and career satisfaction among a nationally representative sample of kindergarten teachers. Through an exploratory descriptive analysis of the Early Childhood Longitudinal Study-Kindergarten Cohort:2011 data, we find that teachers with early childhood certification tend to report lower perceived control than those with elementary-only certification. However, when early childhood certified teachers perceive higher control, they are more likely to implement developmentally appropriate instructional practices. Regardless of certification area, higher perceived control is related to higher career satisfaction. We highlight implications for research and practice, including the continued training and education of elementary school teachers and leaders in the unique nature of early childhood education. Drawing upon self-determination theory, we also suggest that early childhood teacher educators think about how their preparation program might address pre-service teachers' needs for autonomy, support, and relatedness. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Early Childhood Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | This paper examines the relationships between certification area, perceived instructional control, instructional practices, and career satisfaction among a nationally representative sample of kindergarten teachers. Through an exploratory descriptive analysis of the Early Childhood Longitudinal Study-Kindergarten Cohort:2011 data, we find that teachers with early childhood certification tend to report lower perceived control than those with elementary-only certification. However, when early childhood certified teachers perceive higher control, they are more likely to implement developmentally appropriate instructional practices. Regardless of certification area, higher perceived control is related to higher career satisfaction. We highlight implications for research and practice, including the continued training and education of elementary school teachers and leaders in the unique nature of early childhood education. Drawing upon self-determination theory, we also suggest that early childhood teacher educators think about how their preparation program might address pre-service teachers' needs for autonomy, support, and relatedness. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10901027 |
| DOI: | 10.1080/10901027.2025.2453564 |
