Do Slovenian Preschool Teachers Have Sufficient Autonomy and what are Their Expectations?

Abstract

Aims: To investigate preschool teachers' opinions and expectations of their professional autonomy (choice of teaching methods and didactic manipulatives, planning activities for children) and the differences regarding their rank and years of work experience in Slovenia. Study Design: This study was a quantitative study which used a questionnaire survey. Place and Duration of Study: We sent questionnaires to employees in public kindergartens in Slovenia (Podravska and Central Slovenia regions) in November 2013. Methodology: Participants were preschool teachers (N=312). A 34-item questionnaire was used to collect data. The respondents ranked their opinion on a 5-point Likert-type scale. To calibrate statistically significant differences among preschool teachers we applied χ≤-test or Kullback 2I test and t test for independent samples. We used a descriptive and causal non-experimental method of empirical educational research. Results: Preschool teachers' level of autonomy according to choice of teaching methods (χ≤=23.259,df=4, P=.000) and didactic manipulatives (2I=33.246, df=6, P=.000) was statistically significantly different with respect to their rank. Older preschool teachers (those with over 21 years of work experience) evaluated their autonomy in the choice of teaching methods (t=-3.449; df=295,124; P=.001) and didactic manipulatives (t=-3.800; df=289,210; P=.000) as being higher (full autonomy) than did their younger colleauges (those with up to 20 years of work experience). An approximate t test showed statistically