Is There a Link Between Teachers' Beliefs and Behaviors?

Abstract

This study examined the link between beliefs and behaviors for early childhood teachers. Currently, consensus has not been reached regarding the belief-practice relationship for early childhood educators due to inconsistent attention to measurement specificity, perceived ability to practice beliefs, and strength of teacher training. The participants in this study were 47 early childhood educators. Teachers were primarily female and all worked with children aged 3–5. Teachers had worked with children aged 3–5 an average of 7.6 years (range = 0–30). Many teachers had training in early childhood. Twenty-nine had majored in early childhood and 26 held teaching certificates. Teaching beliefs were measured with a self-report questionnaire. Teaching actions were assessed with four observational measures via videotape. The results showed that there was not a relationship between teachers' beliefs and actions. In addition, the results indicated that when teachers had more experience with children they were less sensitive and that early childhood teaching certification held was a positive predictor of high level involvement and verbalizations.