Do Preschool Teachers' Education Affect their Classroom Practices and Career Paths?

Subadrah Madhawa Nair, Zahyah Hanafi and Sopia Md Yassin

International Journal of Education and Practice, 2017, vol. 5, issue 6, 88-94

Abstract: Studies by leading educators and researchers indicate that ECCE teachers’ level of education affect their classroom practices and career paths. This paper is based on a descriptive study carried out among 296 preschool teachers in Peninsula Malaysia. The objective of the study is to investigate the effects of preschool teachers’ education on their classroom practices and career paths. Questionnaires were used as instrument (instruments) to collect the data. The data were analyzed using one-way ANOVA and Tukey HSD. The findings indicated that preschool teachers with higher levels of education (diploma and above) significantly have better classroom practices than their counterparts with lower levels of education (below diploma). Similarly preschool teachers with higher levels of education have significantly better career paths than those with lower levels of education. The findings have crucial pedagogical and practical implications towards early childhood education in Malaysia. In terms of pedagogical implications, the findings suggest that a diploma should be the minimum educational qualification for preschool teachers because the results indicated that better educated teachers are more effective in their classroom practices. In terms of practical implications, policy makers should look into this matter seriously and take the necessary steps to enhance preschool teachers’ level of education and skills.

Keywords: Pre-school teachers; Education level; Best practices; Career path; Early childhood education; Malaysia (search for similar items in EconPapers)
Date: 2017
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