Early childhood educator’s perception on their efficacy to manage children’s behavioural problems and the needs of a screening tool: Pilot findings
DOI:
https://doi.org/10.37134/saecj.vol9.no2.14.2020Keywords:
early identification, developmental delays, behavior problems, screening, need analysisAbstract
Behavior problems among young children in early childhood education centers are found to be at a growing rate from the literature. Behavioral problems if left untreated may lead to more severe outcomes for some children. Behavior problems pose by young children in the early childhood classroom interrupt with classroom instruction. Early Identification which directs to early intervention is an evident based method to treat children at-risk of behavioral issues. Early intervention prepares children at-risk by providing an effective positive behavior support that may reduce the option of special education referral. However problem behaviors in the early childhood classroom are remain under recognized or not widely addressed. Literature reports that, teachers due to their workload may delay the referral and when they are unable to handle the problem behaviors, removal will be the short-term solution. A pilot test was carried out on Genius Negara educators from Perak state. Targeted number of respondents for the pilot test was 30 but the response rates were 47 in total. To test the scale reliability of the instrument, Cronbach’s Alpha value is calculated. Alpha value 0.88 reported, suggests that the instrument proposed is reliable. A T-Test is performed to prove the sample mean represent the population mean.
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References
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States, U., & Report, M. H. (2015). Children’s Mental Health Report. In Child Mind Institute. http://www.speakupforkids.org/ChildrensMentalHealthReport_052015.pdf
Studts, C. R., & Van Zyl, M. A. (2013). Identification of developmentally appropriate screening items for disruptive behavior problems in preschoolers. Journal of Abnormal Child Psychology, 41(6), 851–863. https://doi.org/10.1007/s10802-013-9738-8
Toran, M. (2017). An analysis of preschool teachers’ sense of efficacy: A case of TRNC. Journal of Education and Training Studies, 5(4), 121. https://doi.org/10.11114/jets.v5i4.2171
Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(783–805).
UNESCO. (1994). The Salamanca Statement Framework. In Policy (Issue June). https://doi.org/E D -94/WS/ 1 8
Weitzman, C., & Wegner, L. (2015). Promoting optimal development: Screening for behavioral and emotional problems. Pediatrics, 135(2), 384–395. https://doi.org/10.1542/peds.2014-3716
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Bailey, L., Nomanbhoy, A., & Tubpun, T. (2015). Inclusive education: Teacher perspectives from Malaysia. International Journal of Inclusive Education, 19(5), 547–559. https://doi.org/10.1080/13603116.2014.957739
Balaj, A., Albu, M., Porumb, M., & Miclea, M. (2011). The standardization of Early Childhood Inventory-4 (ECI-4). Cognition, Brain, Behavior: An Interdisciplinary Journal, 15(1), 95–110.
Bandura, A. (1977). Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191
Bandura, A. (1982). Self-percepts of efficacy. i, 195–199.
Bandura, A. (1988). Organisational applications of social cognitive theory. Autralian Journal of Management, 13(2).
Beazidou, E., Botsoglou, K., & Andreou, E. (2013). Classroom behavior management practices in kindergarten classrooms: An observation study. Hellenic Journal of Research in Education, 1(1), 93–107. https://doi.org/10.12681/hjre.8794
Briesch, A. M., Ferguson, T. D., Volpe, R. J., & Briesch, J. M. (2013). Examining teachers’ perceptions of social-emotional and behavioral referral concerns. Remedial and Special Education, 34(4), 249–256. https://doi.org/10.1177/0741932512464579
Bruggink, M., Goei, S. L., & Koot, H. M. (2013). Characteristics of teacher-identified students with special educational needs in Dutch mainstream primary education. Educational Research, 55(4), 361–375. https://doi.org/10.1080/00131881.2013.844938
Bruggink, Marjon, Meijer, W., Goei, S. L., & Koot, H. M. (2014). Teachers’ perceptions of additional support needs of students in mainstream primary education. Learning and Individual Differences, 30, 163–169. https://doi.org/10.1016/j.lindif.2013.11.005
DiStefano, C. A., & Kamphaus, R. W. (2007). Development and validation of a behavioral screener for preschool-age children. Journal of Emotional and Behavioral Disorders, 15(2), 93–102. https://doi.org/10.1177/10634266070150020401
Donna, G. M., & Clifford, D. J. (2003). Understanding child behavior disorders (4th ed.).
Erbas, D., & Dunlap, G. (2010). Attributions for problem behavior as described. 116–125.
Friedman-Krauss, A. H., Raver, C. C., Morris, P. A., & Jones, S. M. (2014). The role of classroom-level child behavior problems in predicting preschool teacher stress and classroom emotional climate. Early Education and Development, 25(4), 530–552. https://doi.org/10.1080/10409289.2013.817030
Gebbie, D. H., Ceglowski, D., Taylor, L. K., & Miels, J. (2012). The role of teacher efficacy in strengthening classroom support for preschool children with disabilities who exhibit challenging behaviors. Early Childhood Education Journal, 40(1), 35–46. https://doi.org/10.1007/s10643-011-0486-5
Green, K. B., Mays, N. M., & Jolivette, K. (2016). Making choices : A proactive way to improve behaviours for young children with challenging behaviours. Beyond Behavior, 20(1).
Guhao, A. E. S. (2016). Conversational leadership of school heads and teacher sense of self-efficacy. International Journal of Education and Research, 4(11), 221–238.
Hoff, N., Peterson, R. L., Strawhen, J., & Fluke, S. (2015). School-wide behavior procedure (pp. 1–9).
Johansen, A., Little, S. G., & Akin-Little, A. (2011). An examination of New Zealand teachers’ Attributions and perceptions of behavior, classroom management, and the level of formal teacher training received in behavior management.
Kaiser, B., & Rasminsky, J. S. (2009). Challenging behavior in elementary and middle school. Pearson International Edition.
Kauffman, J. M. (2009). Charetieristics of emotional and behavioral disorders of children and youth (9th ed.).
Kim, Y. H., Stormont, M., & Espinosa, L. (2009). Contributing factors to South Korean Early Childhood Educators’ Strategies for addressing children’s challenging behaviors. Journal of Early Intervention, 31(3), 227–249.
Lerner, J. W., Lowenthal, B., & Egan, R. W. (2003). Preschool children with special needs: Children at risk and children with disabilities. (2nd ed.). Pearson Education, Inc.
Manisah Mohd Ali, Ramlee Mustapha, & Zalizan Mohd Jelas. (2006). An empirical study on teachers’ perception towards inclusive education. International Journal of Special Education, 21(3), 36–44.
Miller, S. (2014). Preschool teacher response to challenging behavior: The role of organizationl climate in referrals and expulsions.
Miller, S., Smith-bonahue, T., & Kemple, K. (2017). Preschool teachers ’ responses to challenging behavior : The role of organizational climate in referrals and expulsions. International Research in Early Childhood Education, 8(1).
Morrison, G. S. (2014). Early childhood education today (12th ed.)
Noor Aini Ahmad, & Norhafizah Abu Hanifah. (2015). Tahap pengetahuan guru pendidikan khas apabila mengurus murid bermasalah pembelajaran. Asia Pacific Journal of Educators and Education, 30, 73–88.
Nornadia Mohamad Razali, Hasnah Toran, Sazlina Kamaralzaman, Norshidah Mohamad Salleh, & Hanafi Mohd. Yasin. (2013). Teachers’ perceptions of including children with autism in a preschool. Asian Social Science, 9(12 SPL ISSUE), 261–267. https://doi.org/10.5539/ass.v9n12p261
Polanczyk, G. V., Salum, G. A., Sugaya, L. S., Caye, A., & Rohde, L. A. (2015). Annual research review: A meta-analysis of the worldwide prevalence of mental disorders in children and adolescents. Journal of Child Psychology and Psychiatry and Allied Disciplines, 56(3), 345–365. https://doi.org/10.1111/jcpp.12381
Poulou, M. S. (2015). Emotional and behavioural difficulties in preschool. Journal of Child and Family Studies, 24(2), 225–236. https://doi.org/10.1007/s10826-013-9828-9
Purpura, D. J., & Lonigan, C. J. (2009). Conners’ Teacher Rating Scale for preschool children: A revised, brief, age-specific measure. Journal of Clinical Child and Adolescent Psychology, 38(2), 263–272. https://doi.org/10.1080/15374410802698446
Reddy, Pawar, Aundhakar, Mishra, & Goyal. (2016). Study of behavioral problems in preschool children authors. Medical Science and Clinical Research, 4(12), 14641–14649.
Rita, N. W., & Allen, I. C. (2006). Behavior disorders of childhood (6th ed.). Pearson International Edition.
Samarakkody, Fernando, Perera, McClure, & De Silva. (2010). The Child Behaviour Assessment Instrument: Development and validation of a measure to screen for externalising child behavioural problems in community setting. International Journal of Mental Health Systems, 4, 1–8. https://doi.org/10.1186/1752-4458-4-13
Stajkovic, A. (2002). Social cognitive theory and self- efficacy: Implications for motivation theory and practice . ReseachGate, March.
Statement, P. (2005). NAEYC Early Childhood Program Standards.
States, U., & Report, M. H. (2015). Children’s Mental Health Report. In Child Mind Institute. http://www.speakupforkids.org/ChildrensMentalHealthReport_052015.pdf
Studts, C. R., & Van Zyl, M. A. (2013). Identification of developmentally appropriate screening items for disruptive behavior problems in preschoolers. Journal of Abnormal Child Psychology, 41(6), 851–863. https://doi.org/10.1007/s10802-013-9738-8
Toran, M. (2017). An analysis of preschool teachers’ sense of efficacy: A case of TRNC. Journal of Education and Training Studies, 5(4), 121. https://doi.org/10.11114/jets.v5i4.2171
Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(783–805).
UNESCO. (1994). The Salamanca Statement Framework. In Policy (Issue June). https://doi.org/E D -94/WS/ 1 8
Weitzman, C., & Wegner, L. (2015). Promoting optimal development: Screening for behavioral and emotional problems. Pediatrics, 135(2), 384–395. https://doi.org/10.1542/peds.2014-3716
Yahya Don, Sufian Omar Fauzee, Arumugam Raman, Fauzi Husin, Muhd Dzahir Kasa, & Siti Noor Ismail. (2014). Emotional competency and efficacy of teachers: Preschool Education Excellence Indicator. Journal of Teaching and Education, 03(03), 25–33.
Yildiz, N. G. (2015). Teacher and student behaviors in inclusive classrooms. Kuram ve Uygulamada Egitim Bilimleri, 15(1), 177–184. https://doi.org/10.12738/estp.2015.1.2155
Yumus, M., & Bayhan, P. (2016). Early childhood behavioural problems in Turkey: Teachers’ views, challenges and coping strategies. Early Child Development and Care, 4430(October), 1–11. https://doi.org/10.1080/03004430.2016.1199552
Zinsser, K. M., & Curby, T. W. (2014). Understanding preschool teachers’ emotional support as a function of center climate. SAGE Open, 4(4). https://doi.org/10.1177/2158244014560728
Zinsser, Katherine, M., Christensen, C. G., & Torres, L. (2016). She’s supporting them; who’s supporting her? Preschool center-level social-emotional supports and teacher well-being. Journal of School Psychology, 59, 55–66. https://doi.org/10.1016/j.jsp.2016.09.001
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Published
2020-12-31
How to Cite
Arumugam, S., Eng Hock, K., & Mohamed Isa, Z. (2020). Early childhood educator’s perception on their efficacy to manage children’s behavioural problems and the needs of a screening tool: Pilot findings. Southeast Asia Early Childhood Journal, 9(2), 191–204. https://doi.org/10.37134/saecj.vol9.no2.14.2020
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