Date of Award
Spring 5-2010
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Curriculum, Instruction, and Special Education
Committee Chair
Hollie G. Filce
Committee Chair Department
Curriculum, Instruction, and Special Education
Committee Member 2
Rose Jones
Committee Member 2 Department
Curriculum, Instruction, and Special Education
Committee Member 3
Richard Mohn
Committee Member 3 Department
Educational Studies and Research
Committee Member 4
Sandra Manning
Committee Member 5
Marybeth Evans
Abstract
A study of the relationships between emotional understanding, the dispositional attributes to think critically, receptiveness to new learning and willingness to change using structural equation modeling was conducted. Data from 186 preprimary teachers were analyzed to confirm the relationships between the constructs yielding four key findings addressing the individual and collective relationships between the variables expressed. Specifically, the findings and interpretations of this study produced the following conclusions: 1) one’s willingness to change may stem directly from the individual’s emotional understandings; 2) there is a strong relationship between emotional understanding and critical thinking dispositions; 3) receptiveness to new learning precedes one’s willingness to change; and 4) there is a statistically significant relationship between the interactions of emotional understanding, critical thinking dispositions, receptiveness to new learning and willingness to change. Overall, a strong relationship was revealed between the constructs explored. The recommendations drawn from the findings serve to foster consideration of the variables that are important when addressing preprimary teacher learning and willingness to change. The recommendations further suggest that if the aim is to meaningfully impact quality early childhood preschool experiences and provide germane training for teachers, a deeper analysis is needed of the attributes and quality of preprimary teachers as well as the means by which we teach teachers.
Copyright
2010, Elizabeth A. Beavers
Recommended Citation
Beavers, Elizabeth Anne, "Emotional Antecedents of Preprimary Teacher Learning" (2010). Dissertations. 923.
https://aquila.usm.edu/dissertations/923
Included in
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Elementary Education and Teaching Commons