Readiness of preschool educators for professional development and training
DOI:
https://doi.org/10.48188/so.4.17Keywords:
educational needs, pre-school educators, professional education, professional training, school environment, self-assessmentAbstract
Aim: To investigate early childhood teachers’ readiness for professional development.
Methods: We surveyed 150 early childhood educators from Croatia through an online two-part questionnaire. The first part collected general information about the respondents, while the second focused on the self-assessment of readiness for professional development. We analyzed the data with descriptive statistics.
Results: Overall, respondents had a high level of readiness for professional development (mean = 4.21 [range = 1–5], standard deviation = 0.54). There were no statistically significant age or work experience-based differences in educators’ readiness for professional development. Educators who were in permanent employment and had completed a graduate degree appeared readier for professional development.
Conclusion: Early childhood teachers showed readiness for professional development and training regardless of age, employment status, work experience, or educational attainment.
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