The NAEYC classroom portfolio process: Examining the relationship between demographic characteristics and external factors that support teacher motivation.

摘要

This study examined the relationship between demographic characteristics, (teacher age, education level, and prior NAEYC accreditation experience) and external factors (organizational structure and work climate) that support teacher motivation during the NAEYC classroom portfolio process. A self-administered survey was created and distributed online to early childhood teachers in one state who were responsible for compiling the classroom portfolio. Thirty-five teachers participated in this study. Correlation matrices and regression were used to test four hypotheses and examine the relationships between demographic characteristics and external factors. The results indicate a relationship between teacher age and organizational structure and work climate. In addition, a relationship was found between previous experience with NAEYC accreditation and work climate. Teacher age was best related to teacher perception of organizational structure and work climate. These results have implications for administrators and facilitation projects participating in the classroom portfolio process.