Honoring teachers: A world of perspectives

Honoring teachers: A world of perspectives

• Thirumurthy, Vidya Pacific Lutheran University, Tacoma, Washington, USA
• Szecsi, Tunde Florida Gulf Coast University, USA
• Hardin, Belinda J. University of North Carolina, USA
• Koo, Ramsey D. ACEI Hong Kong and Macau Branch, Hong Kong

Journal of Early Childhood Teacher Education, 28(2), 181-198, 2007

Routledge

2007

• M Teachers & Education for Teachers
  • MG Identities, Attitudes & Opinion of Educational Workers
• M Teachers & Education for Teachers
  • MF Characteristics & Conditions of Educational Workers
• P Social Context of Education
  • PB Comparative Education
• M Teachers & Education for Teachers
  • MC Teachers' Certification, Employment & Salary
• M Teachers & Education for Teachers
  • MA Professional Education for Teachers

Social Status Early Childhood Education Psychologists Children Foreign Countries Cross Cultural Studies Preschool Teachers Child Psychology Teacher Education Programs Teacher Education Educational Quality Evaluation Educational Change Public Schools Parent Teacher Cooperation Guatemala Hong Kong Hungary India Mexico Peru United States

• Hong Kong
• Hungary
• India
• Mexico
• Peru
• United States
• Guatemala

• 1997.7 onwards

• Pre-Primary Education

This cross-cultural study examines early childhood professionals' perceptions of their social status, working conditions, and public appreciation in seven countries/territories: Guatemala, Hong Kong, Hungary, India, Mexico, Peru, and the United States of America. One hundred eighteen participants, consisting of preschool and elementary school educators, program directors, child psychologists, and professors of early childhood education, responded to six questions through electronic, printed, and face-to-face contacts. The cross-cultural data revealed a high degree of agreement on these professionals' perceptions of their social standing, income, work responsibilities, and public appreciation. Results indicate that participants felt discouraged and underappreciated in their current circumstances and aspired to additional financial and emotional support, as well as greater respect from their governments and society.
[Copyright of Journal of Early Childhood Teacher Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/10901020701366764]

• English

Journal Articles

• 10901027

• 10.1080/10901020701366764

https://bibliography.lib.eduhk.hk/bibs/aeb045a4

2010-09-08