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Relationship between Preschool Teachers’ Professional Identity and Teaching Efficacy

Author

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  • Su-ching Lin
  • Su-mei Tseng

Abstract

This study investigates the relationship between preschool teachers' professional identity and teaching efficacy and selected 452 preschool teachers from central Taiwan as samples. A questionnaire was applied to collect data. This study used descriptive statistics, Pearson's product-moment correlation, and multiple regression analysis to analyze data. The findings of this study are as follows- first, teachers' professional identity is high, and teaching efficacy is good. Second, teachers with different teaching seniority show no significant differences in perceived professional identity, while there is a significant difference in perceived teaching efficacy. Third, teachers perceived professional identity and teaching efficacy as belonging to a medium positive correlation. Fourth, teachers' professional identity can predict their teaching efficacy. The study proposes some suggestions for educational authorities, schools, teachers, and future researchers based on the findings. Â

Suggested Citation

  • Su-ching Lin & Su-mei Tseng, 2022. "Relationship between Preschool Teachers’ Professional Identity and Teaching Efficacy," Journal of Social Science Studies, Macrothink Institute, vol. 9(1), pages 1-67, June.
    • Handle: RePEc:mth:jsss88:v:9:y:2022:i:1:p:67
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    JEL classification:

    • R00 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - General - - - General
    • Z0 - Other Special Topics - - General

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