The Extent of Achieving the Requirements of Early Childhood Teacher Professional Excellence | ||||
| International Journal of Childhood and Women’s Studies | ||||
| Article 3, Volume 2, Issue 1, January 2022, Page 38-48 PDF (1.25 MB) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/ijcws.2022.220609 | ||||
 View on SCiNiTO | ||||
| Author | ||||
| Kariman Mohammed Bedair | ||||
| Faculty of Women, Ain Shams University, Egypt | ||||
| Abstract | ||||
| This study aims to identify the requirements of early childhood teacher professional excellence and to identify teachers’ possession of time management skills (i.e. priority planning, developing a strategy for time management, dealing with immediate requirements, creating opportunities for innovative learning, and creating opportunities for performance development). To achieve these objectives, the researcher used the analytical descriptive approach. She also used the questionnaire as a tool for gathering data required for achieving study objectives. The study community consisted of all early childhood female teachers ate the east of Cairo. The study sample was represented in a random sample of 150 female teachers. Results showed that the study sample individuals responded with “agree with a high degree” to achieving the requirements of early childhood teacher professional excellence. The axis related to acquiring priority planning skill came first, followed by planning skill, the axis related to performance development skills of early childhood teachers, and the axis related to dealing with immediate requirement skills respectively. The axis related to the availability of creating opportunities for innovative learning skills for early childhood teachers came last. Results showed that all axes came with a high degree from the perspective of early childhood teachers In light of results, the study recommended the following: To raise the awareness of female teachers of the necessity to do shortlist for tasks that will be done in the next day. This would help them in time management. To provide financial and moral incentives for early childhood teachers, for encouraging them to develop their educational and professional skills, to attain the highest grades of professional excellence. | ||||
| Keywords | ||||
| Keywords: Professional Excellence; Childhood teachers | ||||
| References | ||||
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Huang, H. I., & Lee, C. F. (2012). Strategic management for competitiveadvantage: a case study of higher technical and vocational education in Taiwan. Journal of Higher Education Policy and Management, 34(6), 611-628.
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