Babysitter or professional? Perceptions of professionalism narrated by Ontario early childhood educators

Debra Harwood; Stephanie Tukonic

Vol. 8 No. 4 (2016) IEJEE

Babysitter or professional? Perceptions of professionalism narrated by Ontario early childhood educators

Debra Harwood
Stephanie Tukonic

Published August 22, 2017 | Pages: 589-600 | Views: 1886

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Abstract

Self-constructed perceptions of early childhood educator professionalism were explored in a small-scale mixed-method survey using convenience sampling. Fifty-four educators in Ontario, Canada participated in the study and shared their views related to professionalism. A mixed-methodology was employed using an electronic questionnaire composed of closed- and open-ended questions on ideas related to professionalism. The results of the study demonstrated that all the educators held a strong self-perception of professionalism regardless of their level of education, reporting high levels of job satisfaction, competence, recognition as a professional from others, and self-recognition as a professional. Participants’ notions of professionalism focused on the qualities of an individual considered a professional (e.g., good listener, patient, and understanding) whereas discussions of criticality, authority, or the historical, gendered, cultural, racial, and social practices of early childhood education were noticeably absent.

<p>Self-constructed perceptions of early childhood educator professionalism were explored in a small-scale mixed-method survey using convenience sampling. Fifty-four educators in Ontario, Canada participated in the study and shared their views related to professionalism. A mixed-methodology was employed using an electronic questionnaire composed of closed- and open-ended questions on ideas related to professionalism. The results of the study demonstrated that all the educators held a strong self-perception of professionalism regardless of their level of education, reporting high levels of job satisfaction, competence, recognition as a professional from others, and self-recognition as a professional. Participants’ notions of professionalism focused on the qualities of an individual considered a professional (e.g., good listener, patient, and understanding) whereas discussions of criticality, authority, or the historical, gendered, cultural, racial, and social practices of early childhood education were noticeably absent.</p>

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Keywords

Early childhood educator, professionalism, mixed methods study

Affiliations

Debra Harwood

Brock University, Canada

Stephanie Tukonic

Community Services of Niagara Region, Canada

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How to Cite

Harwood, D., & Tukonic, S. (2017). Babysitter or professional? Perceptions of professionalism narrated by Ontario early childhood educators. International Electronic Journal of Elementary Education, 8(4), 589–600. Retrieved from https://iejee.com/index.php/IEJEE/article/view/134