Is Teacher Qualification Associated With the Quality of the Early Childhood Education and Care Environment? A Meta-Analytic Review

Poor-quality early childhood education and care (ECEC) can be detrimental to the development of children, as it may lead to poor social, emotional, educational, health, economic, and behavioral outcomes. A lack of consensus, however, regarding the strength of the relationship between teacher qualifi...

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Bibliographic Details
Published in:Review of educational research 2019-06, Vol.89 (3), p.370-415
Main Authors: Manning, Matthew, Wong, Gabriel T. W., Fleming, Christopher M., Garvis, Susanne
Format: Article
Language:English
Subjects:
Caregivers
Child care
Child caregivers
Children
Correlation
early child care learning environment
Early Childhood Education
Early Childhood Education and Care (ECEC)
early childhood environment rating scales
Education
Educational Attainment
Educational Quality
infant/toddler environment rating scales
Learning
Learning environment
Lärande
Meta analysis
Outcome Measures
Pedagogik
Pedagogy
Preschool Teachers
process quality
Quality
Rating Scales
Reasoning
Teacher Education
teacher qualification
Teacher Qualifications
Teachers
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Summary:Poor-quality early childhood education and care (ECEC) can be detrimental to the development of children, as it may lead to poor social, emotional, educational, health, economic, and behavioral outcomes. A lack of consensus, however, regarding the strength of the relationship between teacher qualification and the quality of the ECEC environment makes it difficult to identify strategies that could enhance developmental and educational outcomes. This meta-analytic review examines evidence on the correlation between teacher qualifications and the quality of ECEC environments. Results show that higher teacher qualifications are significantly correlated with higher quality ECEC environments. Specifically, the education level of teachers or caregivers is positively correlated to overall ECEC qualities, as well as subscale ratings including program structure, language, and reasoning.
ISSN:0034-6543
1935-1046
DOI:10.3102/0034654319837540