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

Abstract

Studies by leading educators and researchers indicate that ECCE teachers’ level of education affect their classroom practices and carrier path. 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 carrier path. Questionnaires were used as instrument to collect the data. The data were analyzed using one-way ANOVA and Tukey HSD. The findings indicated that preschool teachers with higher level of education (diploma and above) significantly have better classroom practices than their counterparts with lower level of education (below diploma). Similarly preschool teachers with higher level of education have significantly better career path than those with lower level of education. The findings have crucial pedagogical and practical implications towards early childhood education in Malaysia. In terms of pedagogical implication, the findings suggest that 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 implication, policy makers should look into this matter seriously and take necessary steps to enhance preschool teachers’ level of education and skills.