THE RELATIONSHIP BETWEEN SCHOOL CLIMATE AND CAREGIVERS' ATTITUDE TOWARDS EARLY CHILD CARE DEVELOPMENT AND EDUCATION
ATTENTION:
BEFORE YOU READ THE CHAPTER ONE OF THE
PROJECT TOPIC BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC
BELOW. THE FULL PROJECT COSTS N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY
AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR YOU CAN CALL:
08068231953, 08168759420
THE
RELATIONSHIP BETWEEN SCHOOL CLIMATE AND CAREGIVERS' ATTITUDE TOWARDS EARLY
CHILD CARE DEVELOPMENT AND EDUCATION
ABSTRACT
The study
attempted to investigate early childhood caregivers’ attitudes in the early
childhood education in selected nursery schools in Mainland Local Government
Area of Lagos State. In this study, some relevant and related literatures were
reviewed under sub-headings. The descriptive research survey design was applied
in the assessment of the opinions of the respondents with the aid of the
questionnaire and the sampling technique. A total of 200 (Two hundred)
respondents were used in this study. A total of three null hypotheses were
formulated and tested in this study with the use of the Pearson Product Moment
Correlation Coefficient statistical tool. All the hypotheses were tested at
0.05 level of significance. At the end of the tests, the following results
emerged: there is a significant relationship between school climate and
caregivers’ attitudes towards early child care development, there is a
significant relationship between schools’ physical environment and caregivers’
attitudes towards early child care development, and there is a significant
relationship between schools’ social environment and caregivers’ attitudes
towards early child care development. It was therefore recommended that the
school environment should be made conducive for teaching and learning by
providing a well-motivated workforce with necessary equipment and facilities
put in place.
CHAPTER ONE
1.1 Background to the Study
The role of
the early childhood caregivers is central to the attainment of the goals of the
early childhood education. Children’s development and learning are fostered
through their interactions with caring human beings in secure, nurturing, and
stimulating environments. The process of providing stimulating learning
environments is, in most cases, a whole gamut of efforts and activities carried
out under the care and the guidance of caregivers with dedicated knowledge,
experience and expertise. According to Engle and Lhotska (1999) a caregiver is
the person who looks after infants and young children, it embodies past and
future perspective and deep emotional involvement in the rearing and
socialization of a young child to provide the food, healthcare, stimulation and
emotional support necessary for children’s healthy survival, growth and
development.
Caregiving
quality is measured not only the practices themselves, but also the way they
are performed – in terms of affection and responsiveness to the child – are
critical to a child’s survival, growth and development (Engle & Lhotska,
1999). Hence, Sonawat and Furia (2006) opined that a good early childhood
teacher is one who has inner security, self-awareness, integrity, theoretical
ground and general knowledge with emphasis on environmental science, community
and young children’s books, warmth and respect for the child.
However,
care-giving is a professional involvement process that emphasizes the right
attitudes on the part of the practitioners. Commenting on attitudes of
preschool teachers in raising young children, Curtis (2003) identifies positive
attitude towards and respect for children as individuals irrespective of their
race, sex or religion as well as good interpersonal relations among colleagues
as quality indicators for pre-school staff. The word “attitude” means the
individual's prevailing tendency to respond favourably or unfavourably to an
object, person or group of people, institutions or events (Morris & Maisto,
2005). Attitudes can be positive (values) or negative (prejudices). According
to Kreitner and Kinicki (2007), there are three components of attitudes:
affective, cognitive and behavioural. The affective component is a feeling or
an emotion one has about an object or situation. The cognitive component is the
beliefs or ideas one has about an object or situation, whereas the behavioural
component of attitude reflects how one intends to act or behave towards someone
or something (Kreitner & Kinicki, 2007). In most situations, the three
components appear concomitantly to shape caregivers' classroom postures,
through direct and indirect interaction between society, school and caregivers
(Leite, 1994).
Attitudes
towards work mean perceptions that affect how employees perform in their
positions. In the mid-1970s, Brophy and Good (1974) reported that many
educational researchers have supported the idea that caregivers’ attitudes and
expectations can be self-fulfilling prophecies. Brophy and Good (1974) also
proposed that once caregivers develop a particular attitude or belief, they may
begin to treat students differently in ways that help bring about the outcomes
that they expect.
In order to
understand caregivers’ attitudes and understand how attitude reflects
caregivers' behaviour, we may have to examine the context within which they
work. In other words, there is the need to explore the relationship between the
school climate and caregivers’ attitudes. The term ‘school climate’ describes
the environment that affects the behaviour of teachers and students. Indeed,
anyone who spends time in schools will quickly discover how one school can feel
different from other schools. School climate is a general term that refers to
the feel, atmosphere, tone, ideology, or milieu of a school. Just as individuals
have personalities, so too do schools; a school climate may be thought of as
the personality of a school.
School
climate characterizes the organization at the school building and classroom
level. It refers to the “feel” of a school and can vary from school to school
within the same district. While an individual school can develop a climate
independently of the larger organization, changes in school culture at the
district level can positively or adversely affect school climate at the
building level. School climatereflects the physical and psychological aspects
of the school that are more susceptible to change and that provide the
preconditions necessary for teaching and learning to take place.School climate,
is evident in the feelings and attitudes about a school expressed by students,
teachers, staff and parents—the way students and staff “feel” aboutbeing at
school each day.
Several
aspects of a school’s physical and social environment comprise its climate.
These include: appearance and physical plant; student interactions;
leadership/decision making; disciplined environment; and learning environment.
The comprehensive BRIEF defines school climate in terms of four aspects of the
school environment:
· A physical environmentthat
is welcoming and conducive to learning
· A social environment that
promotes communication and interaction
· An affective
environmentthat promotes a sense of belonging and self-esteem
· An academic environment
that promotes learning and self-fulfillment
1.2 Statement of Problem
Although it
is widely recognized that the early childhood caregivers play quite significant
roles in fostering the holistic development of children, yet in the performance
of these roles some of the caregivers are found to be displaying attitudes
which seem to be consistently falling short of the expectation of the school
authorities, parents, policy-makers and educational stakeholders. While many
have looked in several directions for an explanation of this unwholesome
development, not many studies have explored the possible relationship between
the school climate and the caregivers’ attitude towards early child care
development and education (ECCDE).
Whatever solutions that are proffered to the declining standards at this
foundational level of education can only be possible where there is a positive
school climate - large classrooms, adequate seats and adequate number of ethics
conscious teachers in a school.
However,
observation would reveal that the picture in many schools and colleges present
climates that are far from the ideal. Overcrowding, dilapidated structure,
substandard facilities, work overload, administrative high-handedness, poor
interaction culture, poor remuneration, etc. have become regular features in
many ECCDE institutions today. This may exert significant influence on the
attitude displayed towards work by the ECCDE caregivers and may directly or
indirectly affect the quality of care and education the children receive under
these caregivers.
This study
therefore is being undertaken to fill the gap in our knowledge on the possible
relationship that may exist between school climate and caregivers’ attitude
towards early child care development and education in Local Government Areas of
Lagos State.
1.3 Purpose of Study
The aim of
this study is to investigate the relationship between school climate and
caregivers’ attitude towards early child care development and education. The
purpose of this study therefore is to:
1. Determine if there is any
relationship between school climate and caregivers’ attitude towards early
child care development;
2. Establish if there is any
relationship between the schools’ physical environment and the caregivers’
attitudes towards early child care development and education;
3. Determine if there is any
relationship between the schools’ social environment and the caregivers’
attitudes towards early child care development and education;
1.4 Research Questions
The
following research questions are raised:
1. Is there any relationship between
school climate and caregivers’ attitude towards early child care development?
2. Is there any relationship between the
schools’ physical environment and thecaregivers’ attitudes towards early child
care development and education?
3. Is there any significant
relationship between the schools’ social environment and the caregivers’
attitudes towards early child care development and education?
1.5 Research Hypotheses
The
following research hypotheses will be tested in this study:
2. There is no significant relationship
between school climate and caregivers’ attitude towards early child care development.
3. There is no significant relationship
between the schools’ physical environment and the caregivers’ attitudes towards
early child care development and education
4. There is no significant relationship
between the schools’ social environment and the caregivers’ attitudes towards
early child care development and education.
1.6 Significance of Study
The
popularity of nursery schools across the nation has brought the issue of school
climate to the fore. When children are placed in a climate where the
relationship between school climate and caregivers’ attitude towards early
child care development and education is positive they grow up to be assets to
their parents, community and the nation as a whole.
This study
therefore becomes important in as much as it would provide an insight
relationship that exists between school climate and caregivers’ attitude
towards early child care development and education. The findings of this study
would be useful for decision-making process on matters affecting early
childhood development programmes. It will also assess the roles the various
stakeholders, school owners, teachers, schools, inspectors, parents etc. in
ensuring conformity to the prescribed standards of curriculum implementation.
1.7 Scope of Study
This study
seeks to investigate the relationship between school climate and caregivers’
attitude towards early child care development and education in Mainland Local
Government Area of Lagos State.
The variable
scope for this study will include the physical environment, social environment,
teachers’ attitudes etc.
1.8 Operational Definitions of Terms
1. Attitude: This describes outward and
visible postures and human beliefs. Attitudes determine what each individual
will see, hear, think and do.
2. School Climate: The term ‘school
climate’ describes the environment that affects the behaviour of teachers and
students. Itrefers to the feel, atmosphere, tone, ideology, or milieu of a
school. Just as individuals have personalities, so too do schools; a school
climate may be thought of as the personality of a school. It also characterizes
the organization at the school building and classroom level.
HOW TO GET THE FULL PROJECT WORK
PLEASE, print the following
instructions and information if you will like to order/buy our complete written
material(s).
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount
(#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project
topics
(2) Email
Address
(3) Payment
Name
(4) Teller Number
We will send your material(s) after
we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 2023350498
Bank: UBA.
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
AFFILIATE
Comments
Post a Comment