Development and validation of a preschool teachers' attitudes and beliefs toward science teaching questionnaire

Michelle F. Maier, Daryl Greenfield, Rebecca Shearer

Research output: Contribution to journalArticle

28 Citations (Scopus)

Abstract

Little is known about preschool teachers' attitudes and beliefs toward science teaching, in part, because the field lacks valid and reliable measures of these teacher-related factors. To address this need, the current study developed and validated a rating scale (P-TABS) using a statewide sample of Head Start teachers (N=507). A series of exploratory and confirmatory factor analyses were conducted. Generalizability and invariance of the final factor solution was examined across important subgroups of the standardization sample (i.e., teacher ethnicity, education level, and years of teaching experience). Three distinct factors were identified (Teacher Comfort, Child Benefit, and Challenges), with strong evidence for validity found for the first two factors. The P-TABS expands the availability of reliable and valid assessment tools for measuring preschool teachers' attitudes and beliefs toward science teaching and for examining how these teacher-related factors affect classroom practices and student outcomes.

Original languageEnglish
Pages (from-to)366-378
Number of pages13
JournalEarly Childhood Research Quarterly
Volume28
Issue number2
DOIs
StatePublished - Feb 4 2013

Fingerprint

teacher attitude
Teaching
questionnaire
teacher
science
Statistical Factor Analysis
child benefit
Students
rating scale
ethnicity
Surveys and Questionnaires
classroom
lack
evidence
education
experience
student

Keywords

  • Attitudes
  • Beliefs
  • Head start
  • Preschool
  • Science

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Education
  • Sociology and Political Science

Cite this

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