ASSESSING TEACHERS QUALIFICATION AND PROFESSIONAL EXPERIENCE IN SOCIO-EMOTIONAL DEVELOPMENT OF PRESCHOOLERS
158 / 121
Authors
-
SOUMYA HIRELINGANNAVAR
Department of Human Development and Family Studies,College of Community Science University of Agricultural Sciences, Dharwad- 580005, Karnataka, India
-
MANJULA PATIL
Department of Human Development and Family Studies,College of Community Science University of Agricultural Sciences, Dharwad- 580005, Karnataka, India
Keywords:
Preschool children, Professional experience, Social and emotional development,, Teacher qualificationAbstract
The present study was carried out in Dharwad taluk, Karnataka to examine the effect of
teacher qualifications and professional experience in promoting the social and emotional
development among preschool children. The sample comprised 208 children aged 3–6 years,
attending various ECCE (Early Childhood Care and Education) centers in both rural and urban
areas. The Transdisciplinary Play-Based Assessment-2 tool was employed to assess children’s
social and emotional development, while a general information questionnaire captured details
about the children, schools, and teachers. A qualitative approach using naturalistic observation
was adopted, wherein children’s free play was video recorded and supported with participant
observation through field notes. Findings revealed significant differences in children’s social and
emotional development based on teacher qualification and teaching experience across rural and
urban settings. Children taught by teachers with a B.Ed. qualification scored significantly higher
compared to those taught by teachers with D.Ed. or SSLC qualifications. Similarly, teachers with
over 10 years of professional experience contributed more positively to children’s social and
emotional development than those with fewer years of experience.
References
1. Adedigba, O. and Abdullahi, A. 2023. Influence
2. of preschool teachers’ characteristics on
3. children’s socioemotional developmental
4. skill in Dutsin-Ma, Katsina State, Nigeria.
5. International Journal of Emerging Issues
6. in Social Science, Arts, and Humanities,
7. 1(2), 55–68.
8. Cohen, J., Ngozi, O., Steffanie, C. and Julie,
9. P., 2005, Helping young children succeed
10. strategies to promote early childhood
11. social and emotional development.
12. National Conference of State
13. legislatures, Washington D. C., pp. 01
14. 20.
15. Filgona, J. and Sakiyo, J. 2020. Teachers’
16. academic qualification as a predictor of
17. attitude and academic achievement in
18. geography of senior secondary school
19. students in Adamawa State, Nigeria.
20. International Journal of Research and
21. Review, 7(11), 190–215.
22. Linder, T. 2012. Transdisciplinary play based
23. assessment and intervention in the
24. primary years. Wiley publishing
25. company, New Jersy, United States,
26. pp.123-141.
27. Muhammad, L. 2021. The effects of teachers’
28. academic qualification and experience
29. on students’ achievement and interest in
30. accounting in Kaduna State. Global
31. Journal of Education, Humanities and
32. Management Sciences, 3(1), 242–252.
33. Wang, L., Dang, R., Bai, Y., Song, C., Zhang,
34. S. and Rozelle, S. 2020. Teacher
35. qualifications and development
36. outcomes of preschool children in rural
37. China. Early Childhood Research
38. Quarterly, 53, 355–369
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
The author owns the article's copyright until the article is accepted for publication. After acceptance, the author(s) assigns the article's copyright jointly to both the authors and the Publishers of the Journal of Research ANGRAU (ANGRAU) and licensed under a Creative Commons Attribution-Non Commercial-Share Alike 4.0 International License.
