A Comparative Study of Teachers in Single-unit Site Prekindergarten Classrooms with Teachers in Multiunit Site Prekindergarten Classrooms by Assessing Teacher Isolation and Teacher Collaboration in their Effects on Teacher Efficacy

The purpose of this study was to compare the degree of teacher efficacy experienced by prekindergarten teachers in single-unit and multi-unit sites and the effects the variables of alienation and collaboration might have on teacher efficacy. The study analyzed 154 public school prekindergarten teacher responses, from four counties in Central Florida, to a questionnaire consisting of demographics, the Teacher Efficacy Scale, the Dean Alienation Scale and the relationship dimension subscales of the Work Environment Scale. Analysis of data consisted of comparison of means and standard deviation along with an analysis of variance for each variable. The findings showed prekindergarten teachers in single-unit sites to have a statistically significant higher sense of general teacher efficacy than teachers in the multi-unit sites. The teacher efficacy dimension of personal efficacy had little effect in this research. No statistically significant relationship was found between the variables of alienation and/ or collaboration and their effect upon teacher efficacy or type of teaching site. Recommendations include replication of the study with emphasis on a single-district analysis due to district factors which may affect the teacher\u27s sense of alienation or collaboration. The inclusion of case studies or ethnographic data will also enhance future investigations. Administrators need to be aware of their school climate, eliminate alienation, and provide a supportive atmosphere through collaboration and shared decision making. A highly collaborative school environment is an important factor in retaining high efficacy teachers, providing quality programs and educating at-risk children for a better tomorrow