Teachers' Opinion About Initial and Continuing Training on Issues Related to Preschoolers’ Self-Assessment - Quantitative Study

Oct 15, 2026

Uploaded by Aditya

A quantitative study investigates teachers’ views on essential aspects of preschoolers’ self-assessment, focusing on both initial training and continuing professional development. Data were collected through an online survey completed by teachers working in Romanian pre-school education and analyzed using basic statistical indicators and SPSS. Nonparametric tests included Friedman’s test (χ2), Sommer’s association coefficient d, and Goodman–Kruskal tau (τ). Results highlight pedagogical practice as a key training context and reveal significant positive associations between several variables, with work experience linked to higher self-assessment knowledge. Significant differences also emerge by teachers’ experience in relation to their interest or need for continuing training.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages10

Reading Time25 min

AccessFree to download

Introduction

Methodology

TEACHERS' OPINION ABOUT INITIAL AND CONTINUING TRAINING ON ISSUES RELATED TO PRESCHOOLERS’ SELF-ASSESSMENT. QUANTITATIVE STUDY Loredana STAN, Dorin OPRIȘ Abstract: The present study started from the need to analyze and refund some essential aspects regarding preschoolers' self-assessment. The research was conducted on the basis of an online survey to which teachers working in pre-school education in Romania responded. The analysis of the research data was carried out through basic statistical indicators, and the statistical analysis was carried out through the SPSS program. We also applied nonparametric tests, taking into account the type of variables: Friedman nonparametric test (χ2), Sommer's association coefficient d, the association Goodman and Kruskal tau coefficient (τ) . The results indicate pedagogical practice among the most important contexts of training in terms of preschoolers' self-assessment. The data also show a significant positive association between some of the variables analyzed. Thus, increasing work experience in education leads to a higher level of knowledge in the field of preschoolers' self-assessment. Also, the data show significant differences depending on the the respondents’ work experience in education in relation to their interest or need for continuing training. Key words: preschool education, attitude, initial trening, continuing trening, pedagogical practice 1. Introduction The importance of developing self-assessment skills in children is a well-known fact. Self-assessment, as a process through which individuals evaluate their own performance, can be done both quantitatively and qualitatively, with each approach having its own advantages and disadvantages (Yanet et al., 2023) . A significant study demonstrated that preschoolers aged three to four years are capable of processing information about their past performances and forming judgments about future performances. This suggests that, although the ability to self-assess is generally not linked to a specific age, even young children can develop self-assessment skills (Stipek, 1984) . From an early age, children are helped in formative environments (family, kindergarten, other social groups) to self-assess their behaviors, gestures, and words. It is crucial to create an environment in kindergartens where children feel encouraged to reflect on their actions, where the educator and the child become partners in the learning process (Liebovich, 2000) . Self-assessment represents an essential process in personal development (Andrade & Valtcheva, 2009), playing a significant role in shaping skills and moral attitudes from an early age. It is positive and brings substantial benefits to children's development (Brown & Harris, 2012) . According to the theory of experiential learning (Kolb, 1984), the learning process is a continuous cycle involving concrete experience, reflection on the experience, abstract conceptualization, and active experimentation. However, recent research data show insufficient initial and ongoing teacher training on these aspects, highlighting a significant need for professional development. Where, how, and by whom are questions to which we can find answers... Hargreaves argues that in a knowledge society, characterized by rapid and unpredictable changes, educational systems must adapt to prepare young learners to face uncertainties and continue developing. He emphasizes the need to cultivate critical thinking and creativity, skills necessary for a changing world (Hargreaves, 2003) . The changes implemented in the Romanian educational system in recent decades have focused primarily on updating legislation, diversifying and developing the curriculum, reorganizing educational institutions, and optimizing initial and ongoing training programs for teachers (Cucoș, 2014). The goal of reform in the teacher training system (both initial and ongoing) should, in this context, aim to develop an educational environment that

FAQs

What does the study focus on regarding preschoolers’ self-assessment?

The study examines essential aspects of preschoolers’ self-assessment and how teachers perceive the adequacy of both initial and continuing training related to these issues.

How were the research data collected and analyzed?

Teachers in Romanian pre-school education responded to an online survey. The results were analyzed using basic statistical indicators in SPSS, with nonparametric tests including Friedman’s test (χ2), Sommer’s coefficient d, and Goodman–Kruskal tau (τ).

What key findings relate teacher work experience to self-assessment training outcomes?

Increasing work experience in education is associated with a higher level of knowledge about preschoolers’ self-assessment. The data also show significant differences based on work experience regarding teachers’ interest or perceived need for continuing training.

Oct 15, 2026

Uploaded by Aditya