Motivation for Attending Higher Education from the Perspective of Early Care and Education Professionals

Autor/inn/en	Huss-Keeler, Rebecca; Peters, Michelle; Moss, Joy Marie
Titel	Motivation for Attending Higher Education from the Perspective of Early Care and Education Professionals
Quelle	In: Journal of Early Childhood Teacher Education, 34 (2013) 2, S.121-139 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
DOI	10.1080/10901027.2013.787475
Schlagwörter	Educational Opportunities; Preschool Children; Early Childhood Education; Student Attitudes; Associate Degrees; Community Colleges; Certification; Motivation; Educational Quality; Scholarships; Higher Education; College Attendance; Social Cognition; Social Theories; Epistemology; Two Year College Students; Urban Areas; Questionnaires; Administrators + Suchen Sie Ihr Suchwort? Bildungsangebot; Bildungschance; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Schülerverhalten; Community college; Community College; Abschlusszeugnis; Zertifizierung; psychologische; Motivation (psychologisch); Quality of education; Bildungsqualität; Scholarship; Stipendium; Hochschulbildung; Hochschulsystem; Hochschulwesen; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Soziale Kognition; Gesellschaftstheorie; Erkenntnistheorie; Urban area; Stadtregion; Fragebogen
Abstract	The field of early care and education has been challenged to raise the level of quality for young children by increasing the number of practitioners with college degrees. The purpose of this study was to explore the perceptions of early care and education professionals working in the field and enrolled in community college early childhood classes, about the benefits of attending classes, and the factors that motivated them to pursue a college degree. The majority of the participants were not attending college for the first time and previously attempted to return to school to complete a certificate or an associate degree. Motivational factors and perceived benefits, which varied by teachers and directors, were influenced by the number of years that the practitioners worked in the field. Personal goals and professional development were main motivators, but younger teachers also valued the degree for their future careers. Directors played a pivotal role in motivating teachers to enroll in college, while scholarship assistance made it possible to act on desires to go to college. These findings point to differentiated, targeted marketing and recruitment for teachers and directors, relevant early childhood college coursework, and continuous available funding to complete degrees. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10