CAREGIVERS’ SELF-EFFICACY AND THE ACQUISITION OF  CREATIVE SKILLS AMONGST CHILDREN IN NURSERY SCHOOLS  IN PORT HARCOURT

BENJAMIN WADI WOKE

CAREGIVERS’ SELF-EFFICACY AND THE ACQUISITION OF CREATIVE SKILLS AMONGST CHILDREN IN NURSERY SCHOOLS IN PORT HARCOURT

BENJAMIN WADI WOKE

Abstract

The study examined the relationship between nursery school caregivers’ self-efficacy and the acquisition of creative skills in children. It was carried out on nursery 3 children and their caregivers in Port Harcourt; the capital of Rivers State. The population of the study was 829 which comprise 54 nursery 3 caregivers and 785 nursery 3 children. Simple random sampling technique was used to sample 25 nursery 3 caregivers and 175 nursery 3 children, totaling 200. Pearson Product Moment Correlation Coefficient was used to analyze the data collected. The result showed a significant relationship between caregivers’ self-efficacy and nursery school children’s acquisition of creative skills. This was indicated in the positive relationship which exists between caregivers’ mastery experience and nursery school children’s acquisition of creative skills and a significant relationship between social-verbal persuasion and nursery school children’s acquisition of creative skills. It was recommended that nursery school caregivers should be given adequate training by exposing them toprogrammes that will enable them acquire mastery experience to lead the children to acquire creative skills. They should also see social-verbal persuasion role as a necessary tool for children acquisition of creative skills though it had moderate relationship with creative skills.It was suggested that caregivers should be given the opportunity to work according to the varying nature and needs of the children in their classrooms.

Key words: Self-efficacy, creativity, mastery experienced social verbal
persuasion.

Full Text:

PDF

References

Ahmad, M. &Marzieh, P. T. (2012). Impact of Teacher Self-efficacy on the Students‟ Motivation and Achievement. Theory and Practice in Language Studies, Vol.2, No.3,pp.483-491. Retrieved March,

Alcott B. (2017) Does Teacher Encouragement Influence Students‟ Educational Progress? A Propensity-Score Matching Analysis. Res High Educ (2017) 58:773-804 DOI 10.1007/s11162-017-9446-2 Received January, 2017

Hendricks, K. S. (2007). Child care - Early Childhood education and care. PhD Dissertation, Harvard University. U. S. A.

Obidike, N.D., Obiozor, W.E. &Anyikwa, N.E. (2017).Approaches to Early Childhood, Literacy and Special Needs Instruction in Developing Societies. Enugu. Kelu press.

Obinaju, Q.I. (2013). The Nigerian Child: His Education in a Sociological and Psychological Environment. Uyo. Soul mate press & publishing company.

Scheerens, J. (2010). Teachers‟ Professional Development: Europe in International Comparison. An analysis of teachers‟ professional

development based on the OECD‟s Teaching And International Survey (TALIS).Luxembourg: Office for Official Publications of the European Union.

May, D. K. (2009). Mathematics self-efficacy and anxiety questionnaire. Athens: University of Georgina. International Academic Research Journal of Social Science 3(1) 2017 page109-114

Federal Republic of Nigeria (2013). National Policy on Education. Lagos: Nigeria Educational Research and Development Council Press.

Smith, L. J. (2010) “The Relationship Among Mathematics Anxiety, Mathematical Self-Efficacy, Mathematical Teaching Self-Efficacy, and The Instructional Practices of Elementary School Teachers” http://aquila.usm.edu/dissertations/671.

Isenberg J. P. &Jalongo M.R., (2014). Creative Expression and Play in the Early Childhood Curriculum; New York: Macmillan Publishing Company.

McCartney, K. (2007). Childcare-Early Childhood Education and Care. PhD Dissertation, Harvard University: U.S.A.