Abstract
ABSTRACT This paper examines the relationships between certification area, perceived instructional control, instructional practices, and career satisfaction among a nationally representative sample of kindergarten teachers. Through an exploratory descriptive analysis of the Early Childhood Longitudinal Study-Kindergarten Cohort:2011 data, we find that teachers with early childhood certification tend to report lower perceived control than those with elementary-only certification. However, when early childhood certified teachers perceive higher control, they are more likely to implement developmentally appropriate instructional practices. Regardless of certification area, higher perceived control is related to higher career satisfaction. We highlight implications for research and practice, including the continued training and education of elementary school teachers and leaders in the unique nature of early childhood education. Drawing upon self-determination theory, we also suggest that early childhood teacher educators think about how their preparation program might address pre-service teachers’ needs for autonomy, support, and relatedness.
Published Version
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