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How to Cite
Psychodynamic Analysis of Early Childhood Teachers and their Professional Development: Evidence from Pakistan
Abstract
The objective of current research is to examine the relationship between the ECE teacher’s competency and their professional development. A mixed method approach was adopted to administer various strategies in the study. Research protocols were adopted. Consent letters were sent to the respondents. A sample of randomly selected n = 160 early childhood education teachers from all the provinces of Pakistan were asked to complete the questionnaire. For collecting data, quantitative analytical techniques were used. Data was collected through review of the related literature, discussion and consultation with stakeholders administering questionnaire to early childhood education teachers. The numerical data were analyzed through SPSS. Results revealed a pattern of significant relationships between the psychodynamic characteristics and professional development of the early childhood education teachers. The study concludes that more efforts are require towards the professional development of early childhood education teachers for better learning of young children because these years (2-5 years) are the milestone of any human life
Authors
Nuzhat Naz
PhD Scholar, Department of Education, Hamdard University, Karachi, Sindh, Pakistan
Prof. Dr. Muhammad Yousuf Sharjeel
Professor, Faculty of Social Sciences and Education, Department of Education-SZABIST-Karachi, Sindh, Pakistan
Keywords
ECD, ECE, Professional Development, Psychodynamics Teacher’ Role
