Measuring pre-kindergarten teachers' perceptions: compliance with the High/Scope Program.

Abstract. The research study examined the relationship between pre-kindergarten teachers' age and years of experience with their perceptions and their actual compliance with the norms of the High/Scope Pre-kindergarten Program. Teachers' perceptions of satisfaction with the supervisory relationship were measured by the Early Childhood Job Satisfaction Survey-Supervisor Relations Subsection (Jorde-Bloom, 1986). Teachers' perceptions of compliance were measured by the Compliance With Supervisor Wishes Survey (Rahim, 1989). In addition to measuring teachers' perceptions, the High/Scope Program Quality Assessment (PQA) was used to measure actual compliance with the program norms (High/Scope Educational Research Foundation, 1998). The results of the Univariate Analysis of Variance indicated a nonsignificant relationship between age and experience with each perception variable--satisfaction, attitudinal compliance, and behavioral compliance. Multivariate Analysis of Variance found a nonsignificant difference between experience and actual compliance variables; however, a significant difference was shown between age and actual compliance variables, specifically age and learning environment. The younger teachers significantly outperformed the middle age teachers, based on the learning environment sub-section of the High/Scope Program Quality Assessment.

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Teachers' perceptions and beliefs influence their ability to perform expected norms of early childhood programs. These perceptions are similar to the reflective face of a mirror. Teachers' perceptions are accurate when they truly reflect reality; however, when their perceptions are inaccurate they appear to be warped, much like they would by curvatures in the mirror. Inaccurate perceptions occur when teachers' perceptions are incongruent with the expected norms of early childhood programs. Teachers' beliefs comprise all the knowledge and experience that they have gained throughout the years. These beliefs are filters or lenses through which experience is screened for meaning (Goodman, 1988; McMullen, 1997). Teachers' perceptions and beliefs affect their compliance with the expected norms of early childhood programs.

The teachers' perceptions are affective outcomes that are influenced by the teachers' needs, values, and expectations. Teachers' perceptions of satisfaction are related, in part, to their relationship with the supervisor (Fleischer, 1985; Jorde-Bloom, 1986; Ma & MacMillan, 1999; Robinson, 1979). Satisfied teachers want to comply with the norms of the program (Cassel, 1995; Randall, Fedor, & Longnecker, 1990). The extent to which teachers want to follow their supervisors' directives is known as attitudinal compliance (Warren, 1968).

Teachers' perceptions of satisfaction and attitudinal compliance have been determined to be affective outcomes of the teacher, whereas perceptions of behavioral compliance become behavioral outcomes (Spreitzer, Kizilos, & Nason, 1997). Rahim and Buntzman (1988) referred to behavioral compliance as the extent to which the subordinate carries out a supervisor's directives. Cassel (1995) found that these perceptions of satisfaction and attitudinal compliance led to perceptions of behavioral compliance with the norms of the program. Cassel's study used survey instruments to determine perceptions of satisfaction, attitudinal compliance, and behavioral compliance. These instruments examined teachers' satisfaction, attitudinal compliance, and behavioral compliance, resulting in a gestalt understanding of the teachers' perceptions.

Teachers' perceptions of behavioral compliance may not necessarily match the reality of their compliance with the program norms. Since different constructs can be measured using survey (perceptions) and observational instruments (actual compliance), perceptions can be compared with actual compliance. The closer the teachers' perceptions are to their actual compliance, the greater the attainment of the expected norms. Compliance occurs when the desired affective outcomes (perceptions) and obtained behavioral outcomes are the same (Miller & Steinberg, 1975). Accurate teachers' perceptions result in actual compliance of the expected norms of early childhood programs.

Age and experience influence teacher perceptions of satisfaction as well as attitudinal and behavioral compliance. Ma and MacMillan (1999) found that more experienced teachers were less satisfied with their professional roles than were less experienced teachers. By contrast, the older the teacher, the more satisfied he or she was with the supervisory relationship (Cassel, 1995), and the greater the likelihood that he or she wanted to follow the supervisor's directives.

Teachers' beliefs are implicit assumptions about students, learning, classrooms, teaching strategies, curriculum, pedagogy, and the educational program (Kagan, 1992). Teachers' beliefs are formed on the basis of direct experience, prior inferences made from those direct experiences, or information provided by an outside source, such as college courses, professional literature, and inservice training courses.

As age and experience increase, the teachers' beliefs are formulated as a result of their knowledge and experience. As teachers gain experience, their beliefs become firmer (a function of age as well). These beliefs help teachers determine what information is pertinent for their self-construction of new knowledge (Calderhead & Robson, 1991; Goodman, 1988; Hollingsworth, 1989).

Studies have indicated that beliefs about developmentally appropriate practice are influenced by both earlier experiences in childhood and teacher education programs. Developmentally appropriate practices are child-focused, language-rich, multisensorial environments where children learn through their purpose-driven exploration and interaction with others. In these environments, the teacher's role is facilitative, responsive, supportive, and informative (Bredekamp & Copple, 1997). Teacher education programs affect teachers' developmentally appropriate beliefs. Primary teachers who majored in early childhood education scored significantly higher on developmentally appropriate practice measures than teachers who did not (Bredekamp & Copple, 1997; Haupt & Ostlund, 1997; McMullen, 1999; Smith, 1997). Earlier experiences also affect teachers' beliefs. Jacob and Eskridge (1999) proposed that memories of early schooling affect what teachers do in the classroom, and these memories serve to either support or hinder a teacher's facility with developmentally appropriate practices.

As teachers' age and years of experience increase, their earlier beliefs become very stable. The earlier they internalize a belief, the more difficult it is to alter (Pajares, 1992). Studies have shown that older teachers who were taught traditional practices have a difficult time using current developmentally appropriate practices (Morrison, Jacobs, & Swinyard, 1999). In addition, teachers with more years of experience tended to consider new strategies more difficult and less important to implement (Ghaith & Yaghi, 1997). A rationale for teachers' unwillingness to implement new strategies was derived from various studies: the newer teachers were exposed to current standards and the experienced teachers were more heavily socialized into traditional practices (Buchanan, Burts, Bidner, & White, 1998; Vartulli, 1999). Beliefs have been found to be influenced more by practical knowledge than by education. The majority of teachers in early childhood education described their beliefs as influenced by personal practical knowledge rather than by theories learned in their formal educational setting (Cassidy & Lawrence, 2000; Spodek, 1988). Lack of theory- and research-supported practice results in teachers adopting new practices in a haphazard way. Developmentally and theoretically sound practice requires sustained self-reflection (Kvernbekk, 1997).

When teachers' beliefs are incongruent with expected practices, their "lenses" lose focus. When the program practices do not match teachers' expectations, teachers lose interest in the program and feel disinclined to implement it. Incongruent teachers' beliefs and practices have been examined in several studies, which have found that the most effective teaching occurs when beliefs and practices are consistent (Charlesworth et al., 1993; Marcon, 1999; McCarty, Lambert, &Abbott-Shim, 1998). When there is conflict between what teachers believe and what they practice, the outcome is not congruent and the resultant teaching is ineffective (Bussis, Chittenden, & Amarel, 1976; Marcon, 1999). The congruency gap can be narrowed through re-education, however. Teachers' beliefs become increasingly strong as they learn more throughout their educational preparation and their involvement in the practices (McMullen, 1997).

Program supervisors can strengthen teachers' beliefs. Instructional leaders need to determine which beliefs are teachable and changeable and which are not, and how to best influence beliefs so that attention can be focused on fostering those beliefs that enhance practice in schools (Clark, 1988; McDiarmid, 1990; Porter & Freeman, 1986). Teachers' beliefs that are congruent with expected practices are clearly focused on the expected norms of the program, helping the program's goals to be effectively implemented.

The present study examined the relationship of age and experience to teachers' perceptions, as well as the relationship of age and experience to actual compliance with the expected norms of the High/Scope Pre-kindergarten Program. The High/Scope Pre-kindergarten Program trains High/ Scope Educational Specialists (HSES) to assist High/Scope pre-kindergarten teachers in attaining the program's expected norms. The educational specialist adopts a supervisory role; as a result, the High/ Scope pre-kindergarten teacher's satisfaction or dissatisfaction with the supervisory relationship can be measured. When a High/Scope pre-kindergarten teacher is satisfied, she perceives herself as wanting to comply (attitudinal compliance) and as complying with the expected norms of the program (behavioral compliance). Teachers' perceptions of compliance result in their actual compliance with the expected norms of the High/Scope Pre-kindergarten Program.

Teacher perceptions are essential to the success of the High/Scope Pre-kindergarten Program. This developmentally appropriate program stipulates the expected norms of teachers in three areas: learning environment, daily routine, and adult/child interaction. The High/Scope pre-kindergarten teacher is expected to provide a learning environment with multi-sensory materials and encourage the child to make discoveries by exploring his or her interests. The teacher's use of a consistent daily routine provides a systematic approach for planning, organizing, implementing, and assessing new experiences. The pre-kindergarten teacher interacts with children throughout the daily routine by responding to their initiatives and building on their ideas, suggestions, and actions (Weikart, 1988).

Method

Participants

In the public schools of a large urban southeastern city, each High/Scope pre-kindergarten teacher was under the supervision of one of the six certified High/Scope Educational Specialists (HSES). A total of 30 randomly selected pre-kindergarten teachers participated in the study. The means, standard deviations, and sample sizes were determined for the teachers' ages and years of experience. The mean for age was 40, with a standard deviation of 10.7. The mean for years of experience was 6, with a standard deviation of 3.46.

Procedures

Four instruments were used in the study: three surveys and a program assessment. The teacher's perception of satisfaction with the supervisory relationship was measured by the Early Childhood Job Satisfaction Survey-Supervisor Relations Subsection (Jorde-Bloom, 1986). Teachers' perception of compliance was measured by the Compliance With Supervisor Wishes Survey (Rahim, 1989). In addition to measuring teachers' perceptions, the High/Scope Program Quality Assessment (PQA) was used to measure actual compliance (High/Scope Educational Research Foundation, 1998).

Only three sections of the PQA were utilized. These sections are learning environment (9 items); daily routine (12 items); and adult-child interaction (12 items). The learning environment sub-test measures the quality of the environment within the classroom, the outdoor space, and the materials and equipment for both. The daily routine section measures the quality and consistency of scheduled parts of the day. The adult-child interaction sub-test measures the quality of the interpersonal relationship between the teacher and child (High/Scope Educational Research Foundation, 1998).

The teachers were observed during two separate three-hour sessions. Observations took place in the morning session (8:20 a.m.-11:20 a.m.) and during the afternoon session (11:20 a.m.-2:20 p.m.). These observations were conducted on consecutive days, using the PQA. After all the observations were completed, the researcher gave the teacher the three survey instruments mentioned above to complete on-site. The observational and survey research data were collected and analyzed.

Research Questions

These research questions examined the relationship between the different age level groups and experience level groups with regards to perceptions and actual compliance (learning environment, daily routine, and adult-child interaction).

1. Are teachers' age level and experience level related to perceptions of satisfaction?

2. Are teachers' age level and experience level related to perceptions of attitudinal compliance?

3. Are teachers' age level and experience level related to perceptions of behavioral compliance?

4. Are teachers' age level and experience level related to their actual compliance in the three sections of the PQA--learning environment, daily routine, and adult-child interaction?

For the purpose of analyzing the data, the teachers were divided into three groups based on their age level and according to the frequency table. Eight teachers were in the younger group (25-34 years of age). Fourteen teachers were in the middle age group (35-45 years of age). Eight teachers were in the older group (46-62 years of age).

The teachers also were divided into three groups according to experience level. Teachers who have between one to three years of experience are typically considered beginning or untenured teachers. Eleven teachers from this study were thus placed in the less experienced group. Eight teachers were in the moderately experienced group (four to seven years of experience). Eleven teachers were in the highly experienced group (eight to 13 years of experience).

Results

The General Linear Model of Univariate Analysis of Variance was conducted to determine significant differences between the age groups, years of experience groups, and age/experience groups for each dependent variable: perceptions of satisfaction, attitudinal compliance, and behavioral compliance. No significant differences were indicated for age group [F(2,109)=1.76, p=.20], experience group [F(2,14)=.22, p=.80], and the interaction of the age and experience groups [F(4,10)=.17, p=.95] on teachers' perceptions of satisfaction. In addition to teachers' perceptions of satisfaction, no significant differences were found for age group [F(2,17)=1.78,p=.19], experience group [F(2,12)=1.23, p=.31], and the interaction of age and experience groups [F(2,6)=.66,p=.63] on teachers' perceptions of attitudinal compliance. Teachers' perceptions of behavioral compliance also did not significantly differ by age group [F(2,5)= .48, p=.62], experience group [F(2,24)=2.16, p=.14], and the interaction of age and experience groups [F(4,8)=.70,p=.60]. The results revealed that teachers' perceptions of satisfaction with supervision, wanting to comply, and compliance with the program norms had no relationship to the age or years of experience of the teachers.

A General Linear Model of Multivariate Analysis of Variance was conducted to determine the differences between age group, experience group, and the interaction of age and experience groups, based on the actual compliance variables (learning environment, daily routine and adult child-interaction) taken simultaneously (see Table 1). The multivariate analysis revealed no significant difference between the experience group (F=2.35, p=.11) or the interaction of the age and experience groups (F=.1.78, p=.17) for the actual compliance variables taken simultaneously (according to Roy's Largest Root). A significant difference was found between age group on actual compliance variables taken simultaneously (F=3.42, p=.04) (according to Roy's Largest Root).

Finding a significant difference for the age group on the set of dependent variables (learning environment, daily routine, and adult-child interaction) resulted in the examination of age group on each dependent variable, using the General Linear Model of Univariant Analysis of Variance. No significant difference was found between the age groups, based on daily routine [F(2,58)=1.76,p=.20]. Furthermore, no significant difference was found between age groups, based on adult-child interaction [F(2,72)=1.35, p=.28]. A significant difference was found between age groups, based on learning environment [F(2,44)=4.70, p=.02] (see Table 2).

Learning Environment Sub-Section of the Program Quality Assessment had the lowest standard deviation of the other subsections. The transferability of the learning environment was evident in the low standard deviation for younger [mean=43 (SD=2.17)], middle age [mean=37 (SD=3.86)], and older [mean=39 (SD=2.56)] teachers. The standard deviations for learning environment were lower in comparison to daily routine [mean=55 (SD=3.94); mean=48 (SD=6.83); mean=50 (SD=5.03)] and adult-child interaction [mean=56 (SD=6.64); mean= 49 (SD=7.91); mean=50 (SD=5.18)]. The learning environment subsection of the PQA was the easiest to consistently transfer from classroom to classroom.

Scheffe Post Hoc was carried out to determine which age groups differed significantly, based on the learning environment [F(2,91)=9.03,p=.01]. Scheffe Post Hoc indicated no significant difference, based on learning environment, between the older teachers and younger teachers (M-diff of 3.75) or between the older teachers and middle age teachers (M-diff of 2.23). A significant difference was found between younger teachers and middle age teachers, based on the learning environment (M-diff of 5.98). The graph shows that the younger teachers significantly outperformed the middle age teachers (see Figure 1). The younger teachers also outperformed the older teachers, but not significantly. The middle age teachers had the lowest performance on the Learning Environment subsection of the High/Scope Program Quality Assessment.

[FIGURE 1 OMITTED]

The results of the General Linear Model Multivariate Analysis of Variance indicate a significant difference between age group and actual compliance, specifically age group and learning environment. The age groups were examined to determine which age group of teachers (younger, middle age, and/or older) significantly outperformed the other, based on learning environment. The only age group that significantly outperformed the middle age teachers was the younger teachers.

General Linear Model of Univariate Analysis of Variance was conducted to determine the significant difference for the age groups based on the learning environment variables: safe and healthy environment; defined interest areas; location of interest areas, outdoor space, organization and labeling of materials; plentiful materials; diversity-related materials; and display of child-initiated work. General Linear Model of Univariate Analysis of Variance indicated a significant difference for age groups based on varied and open-ended materials [F(2,3)=8.67, p=.001], plentiful materials [F(2,6)=17.79,p=.001], and display of child-initiated work [F(2,3)=5.93,p=.007]. There was a nonsignificant difference for age groups based on safe and healthy environment, defined interest areas, logically located interest areas, outdoor space, organization and labeling, and diversity-related materials.

Sheffe Post Hoc was applied to determine which grade level differed significantly, based on varied and open-ended materials, plentiful materials, and display of child-initiated work. The younger teachers significantly outperformed the middle age (M-diff of .86) and older teachers (M-diff of 1.00) in using varied and open-ended materials (see Figure 2). The younger teachers also significantly outperformed the middle age (M-diff of .93) and older teachers (M-diff of 1.13) in display of child-initiated work (see Figure 3). Both the younger teachers and older teachers significantly outperformed the middle age teachers in providing plentiful materials (M-diff of 1.21) (see Figure 4). The finding indicated that younger teachers used varied and open-ended materials, displayed child-initiated work, and had plentiful materials in the classroom.

[FIGURES 2-4 OMITTED]

Discussion

The results indicate that teachers' perceptions did not differ significantly, based on age or experience level, as they pertain to the first three research questions. This result contradicts the findings of both Ma and MacMillan (1999) and Cassel (1995). Ma and MacMillan found that less experienced teachers were more satisfied than experienced teachers. Cassel (1995) indicated that older teachers perceived themselves as more satisfied, had greater attitudinal compliance, and attained higher behavioral compliance than the younger teachers. In this study, perceptions of satisfaction with supervision, attitudinal compliance, and behavioral compliance had no relationship to the age or years of experience of the teachers. A larger sample size could have resulted in significant differences for teachers' perceptions, based on age and experience.

The fourth research question examined the relationship of the teachers' age and experience level with actual compliance. A nonsignificant relationship between years of experience and actual compliance was indicated. This finding is at variance with other studies (e.g., Buchanan, Burrs, Bidner, & White, 1998; Ghaith & Yaghi, 1997). The nonsignificant relationship between years of experience and actual compliance may have resulted from recording only the years of experience in teaching the High/Scope Pre-kindergarten Program. An examination of the total years of teaching experience may have resulted in a significant relationship between the years of experience and actual compliance. In this study, age can be reflective of the total years of teaching experience, since older teachers had more total years of teaching experience.

The second part of the fourth research question examined the relationship between teachers' age with actual compliance. The author found a significant relationship between teachers' age and actual compliance. An analysis of the relationship between age and actual compliance (significant) and behavioral compliance (nonsignificant) revealed that teachers' perceptions of behavioral compliance were not congruent with their actual compliance with the learning environment norms. The middle age teachers perceived themselves in compliance with the learning environment program norms; the reality, however, revealed noncompliance.

Younger teachers outperformed both middle age teachers and older teachers; however, the difference was not significant for the older teachers. Earlier studies provided a rationale for younger teachers outperforming middle age teachers and older teachers. As teachers age and gain experience, their earlier beliefs become difficult to change (Pajares, 1992). The earlier the belief influencing the practice, the greater the difficulty in changing the practice to accommodate current practices and theories (Buchanan et al., 1998; Ghaith & Yaghi, 1997; Morrison et al., 1999).

An examination of the specific norms in the learning environment assisted in determining which teachers' beliefs influenced practice. The younger teachers significantly outperformed both middle age and older teachers in using varied and open-ended materials, as well as in displaying child-initiated work. Using varied and open-ended materials and displaying child-initiated work are High]Scope program norms that reflect developmentally appropriate practices. A child-focused curriculum encourages the child to purposefully explore materials of personal interest (Bredekamp & Copple, 1997). The teachers can facilitate this process by providing a wide variety of open-ended materials and encouraging the child to use the material for his or her own purpose.

Further examination of specific norms in learning environments indicated a significant difference among age levels for plentiful materials of the High]Scope program norms. Both younger teachers and older teachers outperformed middle age teachers in providing plentiful materials. One explanation for the older teachers outperforming middle age teachers is that teacher beliefs are influenced more by practice than by formal education (Cassidy & Lawrence, 2000; Spodek, 1988). The older teachers in this study had acquired a multitude of materials throughout their years of teaching; however, these teachers did not use open-ended materials for child-initiated exploration.

The younger teachers also had a wide variety of materials at their disposal, which were provided to them at the beginning of the High]Scope program. These same materials were provided to middle age teachers. Middle age teachers may have disregarded and not replaced materials that broke. Younger teachers may have bought materials with their own money, whereas middle age teachers may have been influenced by competing responsibilities, or role conflict. Role conflict occurs when inconsistent or incompatible demands are placed upon an individual (Farber & Miller, 1981). Middle age teachers may have experienced role conflict resulting from the demands of the home, and its strong influence over school responsibilities (Johnson & Short, 1998). Most middle age teachers have young children at home; thus, the demands placed on them may contribute to emotional exhaustion. Role conflict has been found to contribute to emotional exhaustion (Boyd & Pasley, 1989), and emotional exhaustion, in turn, contributes to teacher burnout (Maslach, 1982).

Teacher burnout may have resulted in middle age teachers having the lowest performance based on the learning environment. Previous studies have shown age and years of experience to predict a small but significant amount of variance in burnout (Banks & Necco, 1990; Gold, 1985; Leithwood, Jantzi, & Steinbach, 2001). Burnout is marginally less likely to occur with younger teachers, as well as with teachers having very little experience or having more than 25 years of experience (Leithwood, Jantzi, & Steinbach, 2001). The current research study supported earlier findings. As a result of older teachers (nonsignificant) and younger teachers (significant) outperforming middle age teachers on learning environment, a conclusion may be inferred that younger and older teachers were not affected by teacher burnout. The younger teachers had not begun to experience feelings associated with teacher burnout, such as emotional exhaustion, depersonalization, and loss of personal accomplishment (Maslach, 1982). The older teachers triumphed over these feelings and were relatively unaffected by teacher burnout.

Neither middle age teachers nor older teachers used varied and open-ended materials or displayed child-initiated work in their classrooms. Middle age teachers' beliefs about teaching and learning were not consistent with the High/Scope Pre-kindergarten Program norms. An incongruency between what teachers believe and what they practice results in ineffective teaching (Bussis, Chittendan, & Ammarel, 1976; Marcon, 1999).

Implications and Recommendations

Teachers' beliefs develop as a result of their knowledge and experience. The more experience they gain, the less inclined they are to implement new strategies. Ways must be found to make new knowledge and strategies pertinent to middle age and older teachers. Middle age and older teachers' beliefs can be influenced and changed through a systematic approach to professional development, one that involves self-reflection (Kvernbekk, 1997), inservice training with modeling/coaching of strategies in practice (McMullen, 1997), and instructional leadership (Clark, 1988; McDiarmid, 1990; Porter & Freeman, 1986). Self-reflection involves teacher self-evaluation and clear feedback from an educational support specialist. These collaborative reflective sessions help the teacher formulate a needs assessment, which in turn determines the inservice training that is necessary. Research-based inservice training must incorporate instructional leadership and support. The instructional leader needs to model and coach the strategies taught in the inservice training. The instructional leader should be the teachers' educational specialist, who can guide their practice.

Educational specialists involved in the High/Scope Pre-kindergarten Program can evaluate and correct teachers' perceptions during conferences, using the High/Scope Program Quality Assessment as the basis for change through self-evaluation. This self-evaluation will enable middle age and older teachers to compare their perceptions of the learning environment to the more objective results of the assessment instrument. The educational specialist will conduct an independent evaluation, using the same instrument to assist teachers in refocusing their reflective images of behavioral compliance.

The discrepancies between the educational specialist's evaluations and the teachers' evaluation ratings using the High/Scope Program Quality Assessment should be discussed. The High/Scope Program Quality Assessment gives the teachers a status report and an objective means to perceive their behaviors from various dimensions. By addressing any discrepancies, the educational specialist will help bridge the gap between the teachers' perceptions of compliance and actual compliance with the High/Scope Program Standards. Teacher and educational specialist evaluations can help teachers reflect on their actual compliance with expected program norms; therefore, teachers' perceptions are no longer warped by their inaccurate reflective images of behavioral compliance.

Evaluations done with the High/Scope Program Quality Assessment should be performed at least twice a year. The discrepancies between teachers' and the educational specialist's evaluations should be used to generate professional development goals. The educational specialist and her teachers will confer to identify three goals to be attained by their second evaluation. By limiting the professional development goals to three, the teachers will not likely be overwhelmed or intimidated by the evaluation process. The educational specialist then monitors the teachers' progress in those norms over the next three months.

For the second conference, the educational specialist and her teachers will discuss whether the predetermined professional goals have been attained. Evaluation conferences between the educational specialist and teachers encourage teachers to be reflective practitioners. The educational specialist's role as an instructional leader is to assist her teachers in making progress towards or attaining the three goals. Pajak (1993) found that instructional leadership, which involves teachers' reflective judgment, helps them discover and construct professional knowledge and skills. AS an instructional leader, the educational specialist's role is to develop teachers' reflective judgments and provide support by providing teachers the means to meet the agreed-upon goals.

Teachers' unfocused beliefs can be ameliorated by the educational specialist. The educational specialist can support teachers' professional growth through access to effective information. Access to effective and current information on instructional strategies can have a direct effect on teacher competence (Blase & Blase, 1999). Accessibility to information may require more time and effort than is available to teachers. Teachers need to be provided with leave time for professional development and growth.

Information can help middle age and older teachers refocus their belief lenses on the expected program norms. Information is a powerful resource because it is not judgmental, and it can clarify alternate means of attaining professional goals. The power of the information depends on the teachers' perception of its pertinence (Erchul, Raven, & Ray, 1999). Pertinent knowledge in developmentally appropriate practices can be acquired through inservice training. Inservice training could provide reinforcement on the goals for certain areas of program implementation. Some teachers, for example, need inservice training that focuses on encouraging child-initiated work and utilizing open-ended materials. Training should involve active participation in learning activities, reinforcement and reflection of newly learned behaviors, and feedback and support (Blase & Blase, 1999).

In addition to providing information through inservice training, the educational specialists can indirectly impart information to teachers by means of exemplary peers. The middle age and older teachers from the author's study, for example, could be referred to exemplary teachers for peer coaching and modeling. These teachers may be more likely to accept pertinent information from other teachers rather than from educational specialists. In addition, modeling is an effective method of teaching and guiding teachers (Blase & Blase, 1999).

Educational specialists can have a profound impact on the quality of the High/ Scope Pre-kindergarten Program by reformulating teachers' perceptions and beliefs. The educational specialist can lessen the incongruency of teacher beliefs and practices through inservice training, observations, peer teaching, and modeling. These informational sources can bridge the gap between beliefs and expected High/Scope Pre-kindergarten Program norms. The educational specialist also can clarify inaccurate teachers' perceptions by encouraging teachers to reflect on their actual behavior and discrepancies with expected norms of the High/Scope Pre-kindergarten Program. The refocusing of teachers' perception and beliefs on expected program norms, through self-reflection, inservice training with modeling/coaching of strategies in practice, and instructional leadership involving teacher self-reflection and accessibility to current research information, can create a high quality High/Scope Pre-kindergarten Program. Participation in this systematic approach should be a condition of employment. All teachers need to understand the process, thereby securing their commitment to a lifetime of professional growth. When teachers are held accountable to high standards, an expectation of continued progress and development in their profession is expected, regardless of their age. This systematic approach will assist all teachers in professional development throughout their teaching careers.

Table 1
GLM-Multivariate Analysis of Variance for Age and Experience on
Learning Environment, Daily Routine, and Adult-Child Interaction

Effect        Roy's Largest Root    F

Age Group            0.51         3.42 *

Exp. Group           0.35         2.35

Age Group *
Exp. Group           0.34         1.78

* p [less than or equal to] .05

Table 2
GLM-Univariate Analysis of Variance for Age on Learning Environment,
Daily Routine, and Adult-Child Interaction

Source                     df     MS        F
Learning Environment       2      44.172    4.70 *
Daily Routine              2      58.327    1.76
Adult-Child Interaction    2      72.717    1.35

* p [less than or equal to] .05

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Silvia M. Palenzuela, Ed.D., former Assistant Professor in the Department of Teacher Education, College of Education, Florida Atlantic University, Boca Raton, Florida, is now a Curriculum Support Specialist in the Division of Early Childhood, Miami-Dade County Public Schools, Miami, Florida. This article includes research conducted between 1999-2001. All research was carried out with the permission of Miami-Dade County Public Schools and Florida International University. A full account of the work is available from: Palenzuela, S.M. (2001). Leadership power bases related to satisfaction, compliance, and program quality. (Doctoral dissertation, Florida International University, 2001). Dissertation Abstracts International, 62-03A, Ref. 3006862. Special acknowledgment and thanks are given here to Dr. Marisel Elias and Dr. Rebecca Harlin, whose constant support is greatly appreciated.