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This study presents quantitative survey results on perceptions of professional self among 88 part-time undergraduate early childhood education teachers with at least two years’ teaching experience. 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Participants rated themselves significantly lower in professional self with EC communities, and more experienced teachers rated themselves significantly higher.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593861,1792171842,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":36,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 44 | Issue 7 | Article 4 |\n| --- | --- |\n\n2019  \nEarly Childhood Teachers’ Perception of the Professional Self and In Relation to the Early Childhood Communities  \nSylvia Chong  \nSingapore University of Social Sciences, [sylviachong@suss.edu.sg](sylviachong@suss.edu.sg)[ ](sylviachong@suss.edu.sg)Theresa Lu  \nRecommended Citation  \nChong, S., & Lu, T. (2019). Early Childhood Teachers’ Perception of the Professional Self and In Relation to the Early Childhood Communities. Australian Journal of Teacher Education, 44 (7).  \nRetrieved from [https://ro.ecu.edu.au/ajte/vol44/iss7/4](https://ro.ecu.edu.au/ajte/vol44/iss7/4)  \nThis Journal Article is posted at Research Online.  \n[https://ro.ecu.edu.au/ajte/vol44/iss7/4](https://ro.ecu.edu.au/ajte/vol44/iss7/4)  \nAustralian Journal of Teacher Education  \nEarly Childhood Teachers’ Perception of the Professional Self and in Relation to Early Childhood Communities  \nSylvia Chong  \nTheresa Lu  \nSingapore University of Social Sciences  \nSingapore  \nAbstract: Early childhood teachers face many challenges as they  \ninteract with children, their parents, fellow teachers and the early  \nchildhood community. The responsibility to meet the needs of a  \ndiverse group ofpeople is critical to the teacher’s development as a  \nprofessional. This paper discusses the quantitative findings of a survey  \nthat examined the perceptions of the professional self of early  \nchildhood teachers. The population sample comprised of 88 early  \nchildhood teachers in apart-time undergraduate early childhood  \neducation programme with at least 2 years of teaching experience.  \nFactor analysis was applied to identify and explore six factors of early  \nchildhood teachers’ sense of professional self. The study found that  \nparticipants rated themselves significantly lower in the latent variable  \nof Professional Self with EC Communities and that the more  \nexperienced early childhood teachers rated themselves significantly  \nhigher.  \nIntroduction  \nTeachers are at the heart of the education profession, yet many may not have a positive view of the profession. The popular saying, “Those who can, do. Those who can’t, teach,” is debasing towards the whole teaching profession. Teachers facilitate dozens of interactions with students, parents, administrators, fellow teachers, and community members every day. The responsibility to manage and meet the needs of a diverse group of people within the teaching and learning community is critical to the teacher’s development as a professional. Understanding the teachers’ sense of professionalism in relation to their self and community is significant while teachers develop their professional identities.  \nAs with all professionals, the teachers’ personal and professional perceptions impact their identities as professionals. Campbell-Barr (2018) states that the teacher’s sense of professionalism is a multi-faceted concept that is cultural, organizational, and communal as well as individual. This can be categorized into the emotional intelligences of intrapersonal (self) and interpersonal (with others) skills. The intrapersonal experiences that one encounters together with the interpersonal experiences within the community lead to a culminating viewpoint of how they perceive themselves as teaching professionals. The multifaceted roles and responsibilities assumed by the teacher contribute to the development of the professional self (intrapersonal) as well as how they see their professional self in relation to others (interpersonal) .  \nHowever, these multifaceted roles of teachers may not be fully appreciated, and among the teacher fraternity the early childhood (EC) teachers have the most obstacles to overcome to elevate their status (Buchanan, 2015) . Literature argues that the sense of  \nVol 44, 7, July 2019 53  \nAustralian Journal of Teacher Education  \nprofessional self of EC teachers, is low and EC teachers have had a long struggl","cbCailcMibz5SxS4","https://ap.wps.com/l/cbCailcMibz5SxS4","pdf",543348,16,"English","# Abstract\n# Introduction","[{\"question\":\"What challenges do early childhood teachers face according to the abstract?\",\"answer\":\"They face challenges in daily interactions with children, parents, fellow teachers, and the early childhood community, while managing the needs of a diverse group.\"},{\"question\":\"How many teachers were included in the survey and what were their key characteristics?\",\"answer\":\"The study sampled 88 early childhood teachers in a part-time undergraduate early childhood education programme, all with at least two years of teaching experience.\"},{\"question\":\"What method was used to explore teachers’ perceptions and what did it find?\",\"answer\":\"Factor analysis identified six factors related to teachers’ sense of professional self. Participants rated themselves significantly lower in professional self with EC communities, and more experienced teachers rated themselves significantly higher.\"}]","Early Childhood Teachers’ Perception of the Professional Self - Early Childhood Communities | PDF",1792078058]