Research Methods in ECE

Quantitative research on Impact of academic qualification of teachers and their performance in ECE classroom

Introduction
High quality instruction in early childhood education (ECE) classrooms is a key component for promoting positive outcomes for children in preschool programs. While the literature has identified a variety of teacher skills that contribute to improved child outcomes, reliable means of ensuring teacher quality across statewide systems remain elusive. Research often does not confirm the expected association between teacher formal education and child outcomes. This suggests that the structural qualities of a training and professional development system are an inadequate proxy for teacher quality, especially where the youngest children are concerned. Instead, we may need to dig deeper into the content of various teacher preparation programs. For example, practicum experience in early childhood is especially vital since teaching the youngest learners is often more about ways of being than it is about specific content. Wide disparities in process features, such as pre-service practicum hours, may provide a more reliable explanation of some of the observed disconnects between teacher training and child outcomes. To this end, this document describes Colorado early childhood teacher training programs across community colleges and four-year institutions, to identify points of entry for ECE professionals at both the associate (i.e., Associate of Arts, Associate of Applied Science, Associate of General Studies) and bachelor degree levels. This document is intended to pose questions more than answer them. In providing a description of the ECE training landscape we hope to introduce stakeholders to a critical issue in achieving higher quality early learning experiences for children. (SHAKIL, 2002)

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Research Methods in ECE 1.1 STATEMENT OF THE PROBLEM The purpose of the study is to find out the impact of teachers academic qualification and their performance in ECE classroom 1.2 OBJECTIVES OF STUDY The purposes and objectives of the study are to: Identify the expected academic qualification of ECE teachers. Identify the benefits of teacher education for their better understanding with ECE kids and classroom achievements. Identify the failure on the part of teachers to understand the kids in their initial stages of education.

1.3 SIGNIFICANCE OF THE STUDY The result of the study will helpful for the teachers about the high achievements because of good academic qualification required for the ECE teachers and also it will throw light on some failures of bad quality of the performance of ECE teachers caused by the lack of expected and desired required qualification. The result will also helpful for the policy makers who also organize refresher courses for the teachers. 1.4 Hypothesis The accurate and satisfactory academic qualification of teachers for teaching small kids plays very important role for their holistic development and understanding of a child in his first step to education. 1.5 METHODOLOGY This is Descriptive research aiming at to find out The academic qualification of teachers and their performance in ECE classroom. This type of research pertains to the questionnaire of different ECE teachers in the Lahore city. There will be filled questionnaires by the teachers. The received questionnaire will be arranged response of each statement will be calculated and percentage in the form of table. Each table will be interpreted. After analyzing the data, findings, recommendations and conclusion will be drawn.

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Research Methods in ECE

2 Review of Related Literature Every country has its own system of education, which being the product of the past history and its present conditions cannot be mechanically transplanted to another country, at the same time there are certain aspects of educational methods in every country which offers fruitful suggestions, which shall be well advised and adopt. (Ahmed, p.1-2) 2.1 Qualified Teachers Highly qualified teachers are those teachers that have: 1. earned at least a bachelor's degree, 2. demonstrated content knowledge in each core content area he/she teaches, 3. Do not have any waivers of the requirements for full state certification.

Certificates that meet the requirement for full state certification are: 1. Initial 2. Critical Need (PACE and ABCTE) 3. Professional (including Regular/Grade A certificates issued prior to 1970) 4. International 5. Intern 6. Restricted A teacher is not considered to meet the certification requirements for being highly qualified if the teacher has had certification waived on an emergency, temporary, or provisional basis. In South Carolina, this includes 7. temporary out-of-state certificates, 8. transitional certificates, 9. temporary provisos, 10. interim (PACE) certificates, 11. out-of-field permits, 12. warrants, and

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Research Methods in ECE 13. graded/regular (Grade B,C, or D certificates issued prior to 1970) (Definition of Highly Qualified Teacher, 2013) 2.2 The Academic Qualification required for ECE Teachers Early-childhood teachers work mainly in kindergarten through third grade classrooms. They establish the academic foundation for children at a crucial time in their development. All states require that early-childhood teachers have a bachelor's degree. Advanced degrees may be required for specialized areas like special education or speech therapy. Bachelor's Degree

Traditionally, prospective teachers complete a teacher education program at a college or university. They receive a bachelors degree in education, and then apply for a license to teach in their state of residence. Education programs vary among colleges, but most have degree programs in elementary or early-childhood education. Master's Degree

Teachers may also earn a master's degree in education with a specialization in early-childhood education. Coursework in such programs focuses on curriculum design and child development. Many colleges have special education master's degree programs for teachers who desire to work with children who have learning disabilities and/or emotional problems. Teachers with this certification are especially sought after by schools who try to identify and target students for remediation before they reach third grade. Alternative Degrees

All states have established alternative routes for certification as an early childhood teacher. People who have a bachelor's or master's degree in an area other than education can become a teacher by taking teacher assessments and completing specific courses as mandated by their state. Teachers who are licensed through an alternative method may have to take additional coursework for re-certification every five years. (Hollowell) 2.3 How good qualification of teacher reflects in her/his teaching? A person who holds a qualification on the list of approved early childhood teaching qualifications is an early childhood teacher for the purposes of the Education and Care Services

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Research Methods in ECE National Law and Regulations. A person who holds a qualification on the list of former approved early childhood teaching qualifications is an early childhood teacher for the purposes of the Education and Care Services National Law and Regulations, if they obtained that qualification on or before 31 December 2011.Also, a person who was enrolled on 31 December 2011 in a course for a qualification that is published in the list of former approved early childhood teacher qualifications is taken to hold an approved early childhood teaching qualification when they complete that qualification. Please note, teacher registration requirements may apply in your state or territory. Most qualification requirements are set out in part 4.4 of the National Regulations. Please be aware that many states and territories have saving and transitional provisions which affect qualification requirements those provisions are included in chapter 7 of the National Regulations. If you have enquiries about state or territory specific saving and transitional provisions, please contact your regulatory authority. A summary of the early childhood teacher requirements for centre-based services educating and caring for children preschool age or under is set out below: Number of children Fewer than 25 approved places at the service or fewer than 25 children in attendance Early childhood teacher requirement From 1 Jan 2014 in all states and territories At least 20 per cent of the time that the service provides education and care, the service must have access to an early childhood teacher working with the service. From 1 Jan 2014 in all states and territories Saving provision applies in NSW* If a service operates for 50 or more hours a week, an early childhood 25 to 59 children in attendance on any given day teacher must be in attendance at the service for six hours on the given day. If a service operates for less than 50 hours a week, an early childhood teacher must be in attendance for 60 per cent of the operating hours of the service on the given day. These requirements do not apply if the service has 25-59 approved places, and employs or engages a full time or full time equivalent early childhood

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Research Methods in ECE teacher at the service. From 1 Jan 2014 in VIC, QLD, SA, TAS, ACT, NT Saving provision applies in NSW* If a service operates for 50 or more hours a week, an early childhood teacher must be in attendance at the service for six hours on the given day. If a service operates for less than 50 hours a week, an early childhood teacher must be in attendance for 60% of the operating hours of the service on the given day. These requirements do not apply if the service has 60 to 80 approved places, and employs or engages a full time or full time equivalent early childhood teacher at the service. From 1 Jan 2020 in VIC, QLD, SA, WA, TAS, ACT, NT Saving provision applies in NSW* If a service operates for 50 or more hours a week, an early childhood teacher must be in attendance at the service for six hours on the given day, and second early childhood teacher or suitably qualified person must be in attendance at the service for at least three hours on the given day. If a service operates for less than 50 hours a week, an early childhood teacher must be in attendance for 60 per cent of the operating hours of the service on the given day, and a second early childhood teacher or suitably qualified person must be in attendance for at least 30 per cent of the operating hours on that day. These requirements do not apply if the service has 60 to 80 approved places, and employs or engages a full time or full time equivalent early childhood teacher at the service, and employs or engages a second early childhood teacher or suitably qualified person for

60-80 children in attendance on any given day

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Research Methods in ECE half the hours or full time equivalent hours at the service.

From 1 Jan 2014 in VIC, QLD, SA, WA, TAS, ACT, NT Saving provision applies in NSW* If a service operates for 50 or more hours a week, an early childhood teacher must be in attendance at the service for six hours on the given day. If a service operates for less than 50 hours a week, an early childhood teacher must be in attendance for 60 per cent of the operating hours of the service on the given day. These requirements do not apply if the service has more than 80 approved places, and employs or engages a full time or full time equivalent early childhood teacher at the service. From 1 Jan 2020 in VIC, QLD, SA, WA, TAS, ACT, NT More than 80 children in attendance on any given day If a service operates for 50 or more hours a week, an early childhood teacher must be in attendance at the service for six hours on the given day, and a second early childhood teacher or suitably qualified person must be in attendance at the service for at least six hours on the given day. If a service operates for less than 50 hours a week, an early childhood teacher must be in attendance for 60 per cent of the operating hours of the service on the given day, and a second early childhood teacher or suitably qualified person must be in attendance for at least 60 per cent of the operating hours on that day. These requirements do not apply if the service has more than 80 approved places, and employs or engages a full time or full time equivalent early childhood teacher at the service, and employs or engages a second full time or full time equivalent early childhood teacher or suitably qualified Saving provision applies in NSW*

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Research Methods in ECE person at the service. (ACECQA-Early Childhood Teaching Qualification)

2.4Qualification of ECE teachers according to Pakistans Perspective Today, many teaching Institutions have offered many courses regarding Early Education of Young Children. University of the Punjab in the Institute of Education and Research has also offered many programs for ECE like 2 year degree programmme, B.Ed, B.Ed hons. In Lahore, University of Education has also offered many courses and diplomas for the sake of teacher training. The purpose and the main focus of this kind of programs are to provide guideline to teachers for understanding the students and for their mind mapping. According to Pakistani Perspective, Schools should offer refresher courses to teachers for their teaching skills enhancement. Today in Pakistan, many pre-schools want their teaching staff with masters degree or some courses with childs specialization.

2.5 Effects of Teacher Qualification on their performance in the Classroom of ECE kids It is obvious that a well trained and well educated teacher/educationist can understand the mental and physical health and age of a student. Does it make sense to define a "highly-qualified teacher" based strictly on the teacher's formal schooling and certifications? The 2003 Montana Teacher of the Year was a young woman with a degree in Biology and minors in Chemistry and Physics. Those are the subjects that she teachesin an exemplary and highly effective manner according to her peers and junior high students. Ironically, she doesn't meet the government standard as a "highly qualified teacher." Why? Because she doesn't have a major in every subject she teaches. That requirement would pretty much eliminate from the ranks of "highly effective" every teacher in a small school where there aren't enough students to fill a teacher's schedule with the same subject.

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Research Methods in ECE I assume that the same criteria will henceforth be applied to candidates for public office. Clearly, to be "highly qualified", they should have degrees in civil and criminal law, foreign relations, economics, psychology, and businessto name just a few. Asking what makes a teacher effective is certainly a valid and appropriate task. It's interesting that several studies have already answered that question, but those findings are generally ignored, ostensibly because they don't focus on observable and quantifiable behaviors that can be "taught" to other teachers in an attempt to make them "more effective". Some characteristics shared by exemplary teachers include:

A belief that all children can learn, but not all in the same way. A belief that teachers are learners and children are teachers. A high level of respect for all students. High expectations for all students, but not the same for all. a humanistic rather than custodial approach to classroom control.3 Notice that these characteristics don't fall into neat categories of "what teachers should

know and be able to do." They are much more subjectivenot easily observed external behaviors that someone can assess, list, and attempt to pass one to others. But they are the characteristics that drive the exemplary behaviors of those teachers! Certainly, the concern that some teacher's lack accredited training in subject matter, learning theory, and pedagogy is valid. Critics suggest that these poorly prepared teachers are often assigned to disadvantaged or at-risk students, depriving them of equal opportunities for a sound education. But does demanding more certification and training solve that problem? (Teacher quality and teacher qualification) 2.6 Previous Studies on the issue of teachers academic and her/his performance The effect of education on child care teachers' beliefs and classroom quality: Year one evaluation of the TEACH early childhood associate degree scholarship program

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Research Methods in ECE Abstract This study examined the effect of community college coursework on the beliefs and on the classroom practices of teachers in child care centers. Thirty-four teachers participated; 19 were teachers who had received scholarships to attend community college programs in child development and in early childhood education, and 15 were comparison teachers. At the time of pretesting, all participants had high school diplomas and some in-service training. At posttest, the scholarship teachers had completed at least 1220 credit hr of community college coursework. Results revealed that the classrooms of the program participants had made significant gains on the Early Childhood Environment Rating Scales (ECERS) or the Infant-Toddler Environment Rating Scales (ITERS) and the Teacher Belief Scale between the pre-and posttest and were also more developmentally appropriate, as measured by the ECERS or the ITERS, than the comparison teachers at the time of posttest. The findings are discussed in relation to professional development in the early childhood field. (science direct.com-early childhood research quarterly-the effect of education on child care teachers' belief and classroom quality) 3 Methodologies 3.1 Method: This is descriptive research aiming to find out the qualification of teachers and their performance in ECE classroom. 3.2 Population The target population for conducting study is 5 ECE schools of Harbanspura, Lahore City. 3.3 Sample There are 25 towns in Lahore City and Harbanspura, Lahore is randomly selected for the sample. 3.4 Tool Questionnaire will be prepared as tool of the study to collect data and the research process.

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Research Methods in ECE

3.5 Preparation of Questionnaire For the collection of data, one questionnaire will be prepared for teachers. The questionnaire will consist of 25 items. The questionnaire will be administered personally. Simple language will be used so that the teachers can understand the statements easily. 4 Data Analysis & Data Collection I will collect data from the randomly selected schools. After collecting data, the data will be analyzed according to the research topic. The items of questionnaire will be individually evaluated and the evaluation would be helpful and the source of research for the other researcher for searching the new ways to solve the problem that was not in my sight and remained unsolved during the research. 5. Budgeting Before conducting research, financial aspect of resources should be defined .Total budget for the research should be up to 20 thousands. The budgeting of money should be: Resource Petrol for Car Salary for helpers Stationary for questionnaire Budget for food photocopies Web Resources Grand Total Money/ Expenditures 2,000/6,000/2,000/4,000/2,000/4,000/20,000/-

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Reference
ACECQA-Early Childhood Teaching Qualification. (n.d.). Retrieved Feb 2, 2013, from Austrailain Children's Education & Care Quality Authority: http://acecqa.gov.au/qualifications/approved-early-childhood-teaching-qualifications/ Definition of Highly Qualified Teacher. (2013, 1 2). Retrieved Feb 1st, 2013, from http://www.scteachers.org/titleii/qualified.cfm Early Childhood Teacher Education Requirements. (n.d.). Retrieved Feb 1, 2013, from eHow Mom: http://www.ehow.com/list_6688615_early-childhood-teacher-educationrequirements.html Hollowell, K. (n.d.). Early Childhood Teacher Requirement. Retrieved Feb 1, 2013, from eHow mom: http://www.ehow.com/list_6688615_early-childhood-teacher-education-requirements.html science direct.com-early childhood research quarterly-the effect of education on child care teachers' belief and classroom quality. (n.d.). Retrieved Feb 4, 2013, from science direct: http://www.sciencedirect.com/science/article/pii/0885200695900020 Shakil, S. (n.d.). Retrieved from http://www.pra.punjab.gov.pk Teacher quality and teacher qualification. (n.d.). Retrieved Feb 4, 2013, from Teacher's mind resourese: http://www.teachersmind.com/TeacherQuality.html

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