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Section Three - B: Survey Results


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The ECATT survey is a comprehensive instrument covering nine areas that are critical to excellence in early childhood practices. Twenty-four early childhood teachers in the CEESA region completed the survey. A statistical analysis of the data indicates that

  • Respondents are generally in the middle for the majority of their ratings on the 111 items regarding their knowledge and expertise. They neither consider themselves experts in the areas specified nor do they lack confidence.
  • Respondents perceive needs for information and training in seven of the nine the areas: relationships with families, health and safety issues, the physical environment (i.e., classroom and school), curriculum, evaluation of children, and professionalism.
  • Respondents indicate the areas with the highest percentages of needs as Professionalism and Relationships with Families.
  • The top two topics of need (with about half of the respondents indicating that they felt "less competent") are: familiarity with community resources to which families can be referred if necessary, and the ability to locate meaningful and relevant computer software programs for the early childhood age group.
  • Respondents prefer to get their professional development by interacting with other teachers in their school or region and by attending conferences and workshops.

Both the raw numerical results (N=24) and the descriptive statistics are included following a copy of the survey.

The survey instrument can be copied (it can also be found on the Internet at www.ecatt.net) and used as a reference tool to assist early childhood teachers and/or program coordinators in evaluating the comprehensiveness of their early childhood programs.

ECATT SURVEY
24 Responses

 

Question #

Most Competent=3

Competent=2

Less Competent=1

Not Applicable=0

1

8

16

   

2

8

15

 

1

3

14

10

   

4

12

11

1

 

5

14

10

   

6

9

15

   

7

7

16

1

 

8

7

16

1

 

9

7

17

   

10

11

8

3

2

11

8

13

2

1

12

5

10

8

1

13

6

15

3

 

14

4

17

3

 

15

9

11

4

 

16

8

15

1

 

17

13

11

 

 

18

1

9

12

2

19

11

13

 

 

20

9

13

1

1

21

9

14

1

 

22

8

15

 

1

23

8

14

2

 

24

4

13

6

1

25

2

13

5

4

26

2

12

10

 

27

5

17

2

 

28

12

10

1

1

29

9

11

1

3

30

11

9

3

1

31

12

11

1

 

32

12

13

 

 

Question #

Most Competent=3

Competent=2

Less Competent=1

Not Applicable=0

33

8

14

2

 

34

9

14

1

 

35

6

10

3

5

36

8

12

4

 

37

8

10

4

2

38

18

6

 

 

39

9

11

2

2

40

14

10

 

 

41

10

13

1

 

42

4

13

4

3

43

13

9

2

 

44

2

12

4

6

45

11

13

 

 

46

9

13

2

 

47

1

8

9

6

48

10

12

1

1

49

2

10

7

5

50

 

15

5

4

 

Question #

Most Competent=3

Competent=2

Less Competent=1

Not Applicable=0

51

3

9

5

7

52

10

13

1

 

53

5

10

9

 

54

9

14

1

 

55

10

9

2

2

56

6

10

3

5

57

6

9

3

6

58

7

15

2

 

59

5

15

3

1

60

8

11

5

 

61

9

13

2

 

62

7

11

5

1

63

5

6

11

2

64

7

8

4

5

Question #

Most Competent=3

Competent=2

Less Competent=1

Not Applicable=0

65

10

13

1

 

66

9

14

 

1

67

11

12

 

1

68

14

9

 

1

69

11

10

1

2

70

4

15

4

1

71

6

13

4

1

72

12

11

 

1

73

5

15

3

1

74

7

13

2

2

75

6

8

9

1

76

6

7

6

5

77

11

11

1

1

78

7

9

6

2

79

4

17

2

1

80

6

13

4

1

81

13

11

 

 

82

6

13

5

 

83

6

11

7

 

84

10

12

2

 

85

8

12

2

2

86

5

15

1

3

87

15

9

 

 

88

7

14

2

1

89

9

12

3

 

90

2

3

5

14

91

3

4

5

12

92

9

10

3

2

93

7

11

3

3

94

9

15

 

 

95

6

17

1

 

96

13

10

 

1

97

14

10

 

 

98

24

 

 

 

Question #

Most Competent=3

Competent=2

Less Competent=1

Not Applicable=0

99

12

12

   

100

13

11

   

Question #

Most Competent=3

Competent=2

Less Competent=1

Not Applicable=0

101

14

10

 

 

102

9

12

1

2

103

5

14

4

1

104

7

13

3

1

105

6

10

7

1

106

11

9

2

 

107

3

12

7

2

108

8

13

3

 

109

11

11

2

 

110

4

13

7

 

111

8

11

4

1

ECATT SURVEY
24 Responses
QUESTION # 112

 

Please rank the following items from 1 to 6 with 1 being your first choice. Use each number once.
I prefer getting my professional development from:

QUESTION #112

1=First Choice

2nd Choice

3rd Choice

4th Choice

5th Choice

6th Choice

Reviewing professional books and articles

1

6

5

8

3

1

Interacting with other teachers in my school or region

11

4

5

2

2

 

Attending conferences and workshops

8

9

3

3

 

1

Surfing the Internet

   

1

3

 

10

Enrolling in structured courses

4

4

9

3

 

2

Viewing videotapes

     

3

 

11

 

ECATT SURVEY

113. Other (please explain): If you can think of additional training needs that are not addressed on this survey, please list them below:

  • I feel that most of the learning I have done was not from my training but that was 15 years ago. Workshops tend to drop an idea into my lap but do not give lasting change.
  • Information about how and when to take an early childhood course of study for those living overseas. Issues about classroom management. - how to properly challenge those who are ready in a multi-age classroom with many ESL students present - how to set up and run and maintain centers in a pre-k classroom. - I felt very uncomfortable with most competent, competent, less competent-- how about more confident, confident, less confident. It's not a comparison to others its my comfort zone. Who would I compare to ... competent as compared to whom?
  • My answers to 111 and 112 refer to teaching in my own country 14 years not specially to this school which I joined less than a year ago.
  • Teacher Mentoring--How to teach an old dog new tricks -- a comfortable situation for teacher re-training in constructivist learning
  • The words you offer for evaluation are not really helpful. Most competent content etc.! I have being teaching for 32 years. I'm noticing that many primary teachers with pre-kindergarten are forgetting to work with the children on their pencil grip and that lined paper is not necessary when children are first learning. Making a writing space at the bottom of a page with a ruler is a skill the children can engage in independently by kindergarten age. Lined paper is something that needs to follow manuscript-writing opportunities with less structure. Also, children need to use words such a horizontal, vertical, diagonal before they can really understand letter formation. Vocabulary that uses words like related support function can be introduced from literature. Example: The Elevator -- I'm an elevator in a tall building that's wide. My function is to go up and down . . .etc. Now the children can associate the word function with words like job work etc. A lesson can emerge in writing where objects are brought in and the children can present the functions. Writing their words helps develop a list or book. They can continue the pattern and cut out magazine pictures to make objects chosen to be associated with their functions, but in their own book format. Magic writing or invented spellings can emerge gradually form such exposure and activities by using independent thinking.

Descriptive Statistics

Question

N

Minimum

Maximum

Mean

1

24

2.00

3.00

2.3333

2

24

.00

3.00

2.2500

3

24

2.00

3.00

2.5833

4

24

1.00

3.00

2.4583

5

24

2.00

3.00

2.5833

6

24

2.00

3.00

2.3750

7

24

1.00

3.00

2.2500

8

24

1.00

3.00

2.2500

9

24

1.00

3.00

2.4167

10

24

.00

3.00

2.1667

11

24

.00

3.00

2.1667

12

24

.00

3.00

1.7917

13

24

1.00

3.00

2.1250

14

24

1.00

3.00

2.0417

15

24

1.00

3.00

2.2083

16

24

1.00

3.00

2.2917

17

24

2.00

3.00

2.5417

18

24

.00

3.00

1.3750

19

24

2.00

3.00

2.4583

20

24

.00

3.00

2.2500

21

24

1.00

3.00

2.3333

22

24

.00

3.00

2.2500

23

24

1.00

3.00

2.2500

24

24

.00

3.00

1.8333

25

24

.00

3.00

1.5417

26

24

1.00

3.00

1.6667

27

24

1.00

3.00

2.1250

28

24

.00

3.00

2.3750

29

24

.00

3.00

2.1667

30

24

.00

3.00

2.2500

31

24

1.00

3.00

2.4583

32

24

2.00

3.00

2.4583

33

24

1.00

3.00

2.2500

34

24

1.00

3.00

2.3333

35

24

.00

3.00

1.7083

36

24

1.00

3.00

2.1667

37

24

.00

3.00

2.0000

38

24

2.00

3.00

2.7500

39

24

.00

3.00

2.1250

40

24

2.00

3.00

2.5833

41

24

1.00

3.00

2.3750

42

24

.00

3.00

1.7500

43

24

1.00

3.00

2.4583

44

24

.00

3.00

1.4167

45

24

2.00

3.00

2.4583

46

24

.00

3.00

2.2083

47

24

.00

3.00

1.1667

48

24

.00

3.00

2.2917

49

24

.00

3.00

1.3750

50

24

.00

2.00

1.4583

51

24

.00

3.00

1.3333

52

24

.00

3.00

2.3333

53

24

1.00

3.00

1.8333

54

24

1.00

3.00

2.3333

55

24

.00

3.00

2.1667

56

24

.00

3.00

1.7083

57

23

.00

3.00

1.6087

58

24

.00

3.00

2.1250

59

24

.00

3.00

2.0000

60

24

1.00

3.00

2.1250

61

24

1.00

3.00

2.2917

62

24

.00

3.00

2.0000

63

24

.00

3.00

1.5833

64

24

.00

3.00

1.7083

65

24

.00

3.00

2.3333

66

24

.00

3.00

2.2917

67

24

.00

3.00

2.3750

68

24

.00

3.00

2.5000

69

24

.00

3.00

2.2500

70

24

.00

3.00

1.9167

71

24

.00

3.00

2.0000

72

24

.00

3.00

2.4167

73

24

.00

3.00

2.0000

74

24

.00

3.00

2.0417

75

24

.00

3.00

1.7917

76

24

.00

3.00

1.5833

77

24

.00

3.00

2.3333

78

24

.00

3.00

1.8750

79

24

.00

3.00

2.0000

80

24

.00

3.00

2.0000

81

24

2.00

3.00

2.5417

82

24

1.00

3.00

2.0417

83

24

1.00

3.00

1.9583

84

24

1.00

3.00

2.3333

85

24

.00

3.00

2.0833

86

24

.00

3.00

1.9167

87

24

2.00

3.00

2.6250

88

24

.00

3.00

2.1250

89

24

1.00

3.00

2.2500

90

24

.00

3.00

.7083

91

24

.00

3.00

.9167

92

24

.00

3.00

2.0833

93

24

.00

3.00

1.9167

94

24

2.00

3.00

2.3750

95

24

1.00

3.00

2.2083

96

24

.00

3.00

2.4583

97

24

2.00

3.00

2.5833

98

24

2.00

3.00

2.6250

99

24

2.00

3.00

2.5000

100

24

2.00

3.00

2.5417

101

24

2.00

3.00

2.5833

102

24

.00

3.00

2.1667

103

24

.00

3.00

1.9583

104

24

.00

3.00

2.0833

105

24

.00

3.00

1.8750

106

22

1.00

3.00

2.4091

107

24

.00

3.00

1.6667

108

24

1.00

3.00

2.2083

109

24

1.00

3.00

2.3750

110

24

1.00

3.00

1.8750

111

24

.00

3.00

2.0833

112 (1)

24

1.00

6.00

3.3750

112 (2)

24

1.00

6.00

2.2500

112 (3)

24

1.00

6.00

2.2083

112 (4)

14

3.00

6.00

5.3571

112 (5)

22

1.00

6.00

2.8636

112 (6)

14

4.00

6.00

5.5714

 

112 (1) Books and articles

   

Frequency

Percent

Valid Percent

Cumulative Percent

Valid

1.00

1

4.2

4.2

4.2

 

2.00

6

25.0

25.0

29.2

 

3.00

5

20.8

20.8

50.0

 

4.00

8

33.3

33.3

83.3

 

5.00

3

12.5

12.5

95.8

 

6.00

1

4.2

4.2

100.0

 

Total

24

100.0

100.0

 

112 (2) Interacting with other teacher in my school or region

   

Frequency

Percent

Valid Percent

Cumulative Percent

Valid

1.00

11

45.8

45.8

45.8

 

2.00

4

16.7

16.7

62.5

 

3.00

5

20.8

20.8

83.3

 

4.00

2

8.3

8.3

91.7

 

6.00

2

8.3

8.3

100.0

 

Total

24

100.0

100.0

 

VAR00003 Attending conferences and workshops

   

Frequency

Percent

Valid Percent

Cumulative Percent

Valid

1.00

8

33.3

33.3

33.3

 

2.00

9

37.5

37.5

70.8

 

3.00

3

12.5

12.5

83.3

 

4.00

3

12.5

12.5

95.8

 

6.00

1

4.2

4.2

100.0

 

Total

24

100.0

100.0

 

VAR00004 Surfing the Internet

   

Frequency

Percent

Valid Percent

Cumulative Percent

Valid

3.00

2

8.3

8.3

8.3

 

4.00

3

12.5

12.5

20.8

 

5.00

8

33.3

33.3

54.2

 

6.00

11

45.8

45.8

100.0

 

Total

24

100.0

100.0

 


VAR00005 Enrolling in structured courses


   

Frequency

Percent

Valid Percent

Cumulative Percent

Valid

1.00

3

12.5

12.5

12.5

 

2.00

4

16.7

16.7

29.2

 

3.00

9

37.5

37.5

66.7

 

4.00

4

16.7

16.7

83.3

 

5.00

2

8.3

8.3

91.7

 

6.00

2

8.3

8.3

100.0

 

Total

24

100.0

100.0

 


VAR00006 Viewing videotapes


 

 

Frequency

Percent

Valid Percent

Cumulative Percent

Valid

4.00

3

12.5

12.5

12.5

 

5.00

9

37.5

37.5

50.0

 

6.00

12

50.0

50.0

100.0

 

Total

24

100.0

100.0

 

 



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