View
0
Download
0
Category
Preview:
Citation preview
Pro
fess
ion
al O
dea
nhao
n:
Ind
idd
ual
an
d
CBrganiza~oraa1 P
enpee
earn
s
AB
STR
AC
E
Thi
s st
ud
y lo
oked
at
prof
essi
onal
ori
enta
tio
n f
rom
tw
o pe
rspe
ctiv
es-t
he
indi
vidu
al a
nd
th
e ea
rly
chi
ldho
od c
ente
r. T
he s
amp
le i
nclu
ded
831
chil
d ca
re w
orke
rs
rep
rese
nti
ng
85
cent
er-b
ased
pro
gra
ms
in 2
0 st
ates
. T
he r
esu
lts
of t
he
dat
a an
alys
is
reve
aled
th
at t
her
e w
ere
stat
isti
call
y si
gnif
ican
t di
ffer
ence
s in
th
e le
vel o
f pr
ofes
sion
al
ori
enta
tio
n o
f ea
rly
chil
dllo
od w
orke
rs t
hat
co
rres
po
nd
ed t
o t
hei
r ro
le i
n th
e or
gani
za-
tion
al h
iera
rchy
. It
was
als
o fo
und
that
cen
ters
dif
fere
d in
th
eir
deg
ree
of p
rofe
ssio
nal
ori
enta
tio
n a
nd
th
at t
hese
dir
rere
nces
wer
e re
late
d to
cen
ter
size
, le
gal
stru
ctu
re,
and
pr
ogra
m ty
pe. T
he p
rofi
leof
earl
y ch
ildh
ood
wor
kers
that
em
erge
d fr
om th
is st
ud
y e
xte
nd
s o
ur
un
der
stan
din
g o
f th
e pr
ofes
sion
al a
ttit
ud
es a
nd
beh
avio
rs t
hat
ch
arac
teri
ze i
ndi-
vi
dual
s w
ho h
old
diff
eren
t po
siti
ons
in t
he
cen
ter.
It
also
pro
vide
s cl
ear
evid
ence
of
the
stru
ctu
ral
com
po
nen
ts o
f pr
ogra
ms
that
co
rres
po
nd
to
dif
fere
ntia
l le
vels
of
prof
essi
onal
o
rien
tati
on
.
Impr
ovin
g th
e st
atu
s of
tea
chin
g as a
pro
fess
ion
has
bee
n a
reo
ccu
r-
ring
them
e in
sch
ool r
efor
m p
rop
osa
ls d
uri
ng
the
twen
tiet
h c
entu
ry. T
he
late
st w
ave
of r
eco
mm
end
atio
ns
is n
o e
xce
pti
on
. Con
side
rabl
e at
ten
tio
n
has
focu
sed
on d
efin
ing
the
char
acte
rist
ics
of a
pro
fess
ion
and
dev
elop
- in
g a
blu
epri
nt
for
tran
sfo
rmin
g th
e n
atu
re o
f te
ach
ing
in
to fu
ll-f
ledg
ed
prof
essi
onai
st
atu
s (B
ann
er,
1985
; C
arne
gie
For
um,
1986
; N
atio
nal
Com
mis
sion
on
Exc
elle
nce,
198
3; O
rnst
ein
, 197
9). E
arly
chi
ldho
od e
du
- ca
tors
, as
wel
l, ha
ve c
ombe
d th
e so
ciol
ogic
al l
iter
atu
re i
n an
eff
ort
to
clar
ify
the
nu
ance
s in
th
e o
ccu
pat
ion
al d
escr
ipto
rs a
sso
ciat
ed w
ith
the
prof
essi
ons
and
sem
i-pr
ofes
sion
s. O
ut O
F th
ese
effo
rts
have
com
e a
nu
mb
er o
f n
ote
wo
rth
y r
eco
mm
end
atio
ns
for
impr
ovin
g th
e st
atu
s of
w
orke
rs i
n ea
rly
chil
dhoo
d se
ttin
gs
(Ade
, 19
82; A
usti
n, 1
981;
Bec
ker,
19
75; C
aldw
ell,
1983
; Per
guso
n &
Ang
llin,
198
5; H
oste
tler
& K
lugm
an,
1982
; Jal
ongo
, 19
86; K
atz,
198
4; L
inds
ay &
Lin
dsay
! 19
87; N
AE
YC
, 119
84;
Spo
dek,
Sar
ach
o, &
Pet
ers,
198
8).
Few
pro
posa
ls, h
owev
er, h
ave
wre
stle
d w
ith
the
tho
rny
issu
e of
how
to
mea
sure
th
e at
titu
des
an
d b
ehav
iors
ass
oci
ated
wit
h pr
ofes
sion
alis
m.
Ove
r tw
enty
yea
rs a
go C
orw
in (
1965
) pr
opos
ed a
n a
pp
roac
h t
ha
t mig
ht
be w
ort
h r
esur
rect
ing.
He
used
th
e te
rm "
prof
essi
onal
ori
enta
tio
n" as a
ro
le p
erce
ptio
n va
riab
le t
o d
escr
ibe
the
beha
vior
of
indi
vidu
als
in d
iffe
r-
ent s
etti
ngs.
Acc
ordi
ng t
o C
onvi
n, a
pro
fess
iona
l o
rien
tati
on
is
char
ac-
Nec
lucs
ts f
or r
epri
nts
sho
uld
be a
dd
ress
ed t
o t
he
auth
or
at t
he
Nat
iona
l C
ollr
ge o
f E
tlu-
ca
tion
, 28
40 S
heri
dan
Roa
d, E
vans
ton,
IL
60'
201.
Som
e of
tli
ese
dat
a w
ere
pre
sen
ted
at
the
Ann
ual
Mee
ting
of
the
Am
eric
an E
du
cati
on
al R
esea
rch
Ass
ocia
tion
in
New
Orl
eans
, A
pril
, 198
8.
Chi
ld &
Yon
th C
are
Qu
arte
rly
, 18
(4),
Win
ter
1989
el989
tfu
w~
an
Sn'm
trvi
s 14
t,ss
228
Chi
ld &
You
th C
are
Qua
rter
ly
teri
zed
by a
n i
ndiv
idua
l's e
mph
asis
on
grow
th a
nd
cha
nge,
ski
ll b
ased
pr
imar
ily
on k
now
ledg
e, a
uton
omy
in d
ecis
ion-
mak
ing,
a r
efer
ence
- g
rou
p o
rien
tati
on, t
he
achi
evem
ent
of g
oals
, an
d lo
yalt
y to
cli
ents
an
d
prof
essi
onal
ass
ocia
tion
s.
If w
e ac
know
letl
ge, h
owev
er, t
hat
beh
avio
r is
inf
luen
ced
by b
oth
the
pers
onal
bac
kgro
und
of t
he
indi
vidu
al a
nd
th
e co
nte
xt
in w
hich
th
at
pers
on w
orks
(L
ewin
, 19
31; M
oos,
197
6), p
erh
aps
a br
oade
r in
terp
re-
tati
on o
f pr
ofes
sion
al o
rien
tati
on is
nee
ded-
one
that
look
s at
bot
h th
e pr
ofes
sion
al o
rien
tati
on o
f th
e in
divi
dual
an
d t
he
prof
essi
onal
ori
enta
- ti
on o
f th
e or
gani
zati
on.
Ext
endi
ng t
he
con
stru
ct t
o d
escr
ibe
both
an
at
trib
ute
of
the
indi
vidu
al a
nd
an
att
rib
ute
of
the
orga
niza
tion
beg
s th
e qu
esti
on:
In w
hat
act
ivit
ies
does
th
e in
divi
dual
(o
r th
e or
gani
zati
on)
enga
ge t
hat
pro
mot
e pr
ofes
sion
alis
m?
For
tho
se s
eeki
ng t
o be
tter
und
erst
and
the
com
plex
rel
atio
nshi
p be
twee
n w
orke
r an
d w
orkp
lace
in
the
earl
y ch
ildh
ood
sett
ing,
thi
s ap
pro
ach
inv
ites
a h
ost
of r
elat
ed q
uest
ions
th
at m
erit
att
enti
on. T
he
pres
ent s
tud
y fo
cuse
d on
just
tw
o of
the
se q
uest
ions
: How
do
dif
fere
ntia
l le
vels
of
prof
essi
onal
ori
enta
tion
rel
ate
to t
he
indi
vidu
al's
rol
e in
th
e ce
nte
r? A
nd,
wh
at a
spec
ts o
f pr
ogra
m s
tru
ctu
re a
re r
elat
ed t
o t
he
prof
essi
onal
ori
enta
tion
of
the
cent
er?
Car
egiv
er R
oles
The
lack
of
a un
ifor
mly
-acc
epte
d no
men
clat
ure
to d
eno
te p
erso
nnel
w
ho w
ork
in e
arly
chi
ldho
od p
rogr
ams
has
alw
ays
plag
ued
the
fiel
d (H
oste
tler
& K
lugm
an,
1982
; P
hill
ips
& W
hite
book
, 19
86;
Spo
dek,
S
arac
ho, &
Pet
ers,
198
8). S
tate
lice
nsin
g st
and
ard
s re
flec
t th
e la
ck o
f co
nsen
sus
abo
ut
role
def
init
ion
(Mor
gan,
198
7).
Man
y st
ates
do
not
diff
eren
tiat
e pe
rson
nel
wor
king
in c
hild
car
e se
ttin
gs a
nd
ref
er t
o al
l as
"chi
ld c
are
wor
kers
." A
few
sta
tes,
how
ever
, do
def
ine
a se
cond
lev
el o
f te
ache
r m
ore
high
ly q
uali
fied
in c
hild
dev
elop
men
t th
an t
he
rest
of t
he
teac
hers
. Onl
y a
smal
l num
ber
of s
tate
s, th
ough
, pro
vide
spe
cifi
c gu
ide-
li
nes
for
indi
vidu
als
assu
min
g th
e ro
le o
f di
rect
or (
Jord
e-B
loom
, 199
0).
Ove
r th
e p
ast
seve
ral y
ears
th
ere
has
been
a m
ove
to a
chie
ve g
reat
er
cons
ensu
s on
rol
e de
fini
tion
for
ear
ly c
i~il
dh
oo
d wor
kers
. The
Nat
iona
l A
ssoc
iati
on f
or t
he
Edu
cati
on o
f Y
oung
Chi
ldre
n (1
984)
has
pro
pose
d no
men
clat
ure
guid
elin
es w
ith
corr
espo
ndin
g qu
alif
icat
ions
, com
pete
n-
cies
an
d r
espo
nsib
ilit
ies
for
four
lev
els
of e
arly
chi
ldho
od p
erso
nnel
: te
ach
er a
ssis
tant
; ass
ocia
te te
ach
er; t
each
er; a
nd
ear
ly c
hild
hood
sp
e-
cial
ist.
In
prac
tice
, ho
wev
er,
thes
e gu
idel
ines
hav
e no
t be
en w
idel
y ad
op
ted
. Few
pro
gram
s us
e th
e te
rm "
asso
ciat
e te
ache
r" a
nd m
ost p
ro-
ccr.
:~~n
ar
itni
nist
,r:l
t.ors
stil
l II
SP
t,
h~
ti
tlc
"dir
er:t
.orn
inst
ead
of "
earl
v ch
ild-
hood
spe
cial
ist."
NM
YC
is i
n th
e pr
oces
s o
f rev
isin
g it
s no
men
clat
ure
sta
tem
ent
lo p
rovi
de p
ract
itio
ners
wit
h gu
idel
ines
on
ho
w d
ifkr
enti
al
role
s an
d le
vels
of r
espo
nsib
ilit
y ca
n be
tied
to
a c
aree
r la
dder
rnoc
BeP
of
prof
essi
onal
adv
ance
men
t.
Whi
le so
me
rese
arch
has
exp
lore
d th
e ef
fect
of r
ole
on
wor
lzer
s' le
vel o
f jo
b sa
tisf
acti
on, c
om
mit
men
t, a
nd p
erce
ptio
ns o
f wor
king
con
diti
ons
(Go
od
ma
n, B
rady
, 8 D
esch
, 198
'7; J
orde
-BP
oom
198
8b; K
onto
s &
Str
em-
mel
, 898
8), B
itt%
e syst
emat
ic s
tud
y h
as
been
don
e in
vest
igat
ing
wor
kers
' le
vel
of p
rofe
ssio
nal
orie
ntat
ion
as i
t re
late
s to
rol
e. O
ne n
otew
orth
y ex
cept
ion
is a
stu
dy
cond
ucte
d b
y P
owel
l an
d St
rern
mel
(198
8). I
n th
eir
stu
dy
of 5
33 e
arly
chi
ldho
od w
orke
rs, t
hey
foun
d d
iffe
ren
t pat
tern
s o
f tr
aini
ng a
nd e
xper
ienc
e re
late
d to
role
as
wel
l as
to
dif
fere
ntia
l lev
els
of
prof
essi
iona
i de
velo
pmen
t. P
owel
l an
d St
rern
mel
con
clud
e th
at
chil
d ca
re w
ork
expe
rien
ce is n
ot a
sub
stit
ute
for
form
al c
hild
-rel
ated
trai
ning
in
dev
elop
ing
a pr
ofes
sion
al o
rien
tati
on t
o ca
reer
dev
elop
men
t.
Stm
ctur
atB
Co
mp
on
ents
of
Ear
ly C
hild
hood
Pro
mam
s
Wli
le t
he
stru
ctur
a! c
om
po
nen
ts o
f org
aniz
atio
ns h
ave
beer
a de
fine
d in
a n
umbe
r o
f di
nere
nt w
ays
in t
he
reor
gani
zati
onal
man
agem
ent
lite
ratu
re (
Ka
tz &
Kah
ra, 1
978)
, th
e th
ree
com
po
nen
ts o
forg
an
kati
on
al
stru
ctur
e th
at
appe
ar t
o h
ave
part
icul
ar r
elev
ance
to
ear
ly c
hild
hood
se
ttin
gs a
re: c
ente
r si
ze, l
egal
str
uctu
re, a
nd p
rogr
am t
ype.
Res
earc
h o
n t
he
rela
tion
ship
bet
wee
n or
gani
zati
onal
siz
e an
d va
riou
s o
utc
om
e va
riab
les
ha
s be
en b
oth
ext
ensi
ve a
nd
inco
nclu
sive
. M
oos
(19
76
) con
clud
ed t
ha
t org
aniz
atio
nal s
ize
per
se d
id n
ot
have
an
imm
e-
diat
e im
pact
on
beh
avio
r. %
Hes
tres
sed t
ha
t org
aniz
atio
nal v
aria
bles
such
as s
he
are
not p
sych
oQog
ical
vari
able
s whi
ch b
ear
dire
ckly
on in
divi
dual
s.
Th
ey a
re o
nly
irn
poaa
nt b
ecau
se o
f th
eir
effe
ct o
n th
e a
ttit
ud
es a
nd
valu
es w
hich
do
bea
r di
rect
ly o
n in
divi
dual
s. L
arge
siz
e, fo
r ex
am
ple
, can
a
ffec
t col
legi
alit
y w
hich
ma
y ha
ve a
n ad
vers
e im
pa
ct o
n p
erce
ptio
ns
abou
t or
gani
zati
onal
pra
ctic
es.
Tal
acch
i (1
96
0) b
elie
ves
tha
t in
crea
sed
size
inc
reas
es th
e di
visi
on o
f lab
or a
nd s
tatu
s d
iffe
ren
tia
tio
n in
org
anha
- &
ions
. He
conc
lude
s th
at
the
size
of a
n or
gani
zati
on d
irec
tly
aff
ects
the
indi
vidu
al b
y ch
angi
ng b
oth
the
natu
re o
f th
e jo
b an
d th
e na
ture
of
inte
rper
sona
$ rel
atio
ns o
n th
e jo
b.
Stud
ies
expl
orin
g th
e im
pact
of s
ize
on
ear
ly c
hild
hood
pro
gram
ou
t-
com
es h
ave
used
ava
riet
y o
f dif
fere
nt in
dica
tors
for
cent
er si
ze in
clud
ing
tota
l sq
uare
Foo
tage
sf
the
faci
llit
y, s
tud
ent
enro
llm
ent,
and
lic
ense
d p
an
?lr
.ifv
Mr)
r;t
rll
the
stu
die
s in
th
is a
rea.
P~
owev
er, ha
ve l
ookc
d at
th
e - -
-
23
0
Chi
ld &
You
th C
are
Qua
rter
ly
issu
e of
den
sity
and
its
eff
ect
on c
hild
out
com
es r
athe
r th
an h
ow s
ue
re
late
s to
indi
ces
of p
rofe
ssio
nal
orie
ntat
ion.
Lcy
al S
truc
ture
The
leg
al s
tru
ctu
re o
f a
cent
er d
escr
ibes
its
gov
erni
ng f
ram
ewor
k.
Non
prof
it ce
nter
s m
ay b
e pu
blic
(re
ceiv
ing
over
60%
of t
heir
ope
rati
ng
fund
s fr
om s
tate
or f
eder
al so
urce
s) o
r pri
vate
(aff
ilia
ted
wit
h a
chur
ch,
loca
l so
cial
ser
vice
org
aniz
atio
n, o
r in
depe
nden
t).
The
mos
t co
mm
on
for-
prof
it le
gal s
truc
ture
is t
he
sole
pro
prie
tors
hip
(als
o ca
lled
pri
vate
pr
opri
etar
y). A
noth
er f
or-p
rofi
t var
iati
on is
th
e ge
nera
l or l
imite
d pa
rt-
ners
hip
(oft
en a
hus
band
an
d w
ife
team
).T
he fa
stes
t gro
win
gseg
men
t of
the
for-
prof
it s
ecto
r by
far
, how
ever
, is
the
for-
prof
it c
orpo
rati
ons
that
pr
ovid
e ch
ild
care
serv
ices
(Neu
geba
uer,
198
8). T
hese
are
usu
ally
cha
ins
(e.g
., K
inde
r-C
are,
Chi
ldre
n's
Wor
ld)
oper
ated
und
er a
sin
gle
corp
orat
e m
anag
emen
t, b
ut a
lso
incl
ude
som
e da
y ca
re fr
anch
ises
. Cur
rent
ly ab
out
half
of t
he li
cens
ed d
ay c
are
cent
ers
are
unde
r for
-pro
fit a
uspi
ces
(Kah
n RL
Kam
erm
an,
1987
).
In t
he e
arly
197
0's
whe
n bi
g bu
sine
sses
rus
hed
to e
stab
lish
for
-pro
fit
cent
ers,
edu
cato
rs f
rom
th
e no
npro
fit
sect
or w
ere
ofte
n vo
cal
in t
heir
cr
itic
ism
sf
thes
e pr
ogra
ms.
Eve
n w
rite
rs i
n th
e po
pula
r pr
ess
ques
- tio
rled
the
tre
nd,
fear
ing
we
wer
e at
ris
k of
rea
ring
a g
ener
atio
n of
"K
entu
cky
Fri
ed C
hild
ren.
"The
nat
iona
l Cou
ncil
ofJe
wis
h W
omen
(Key
- se
rlin
g, 1
972)
fue
led
the
fire
whe
n it
rep
orte
d th
e re
sult
s of
its
stu
dy
inve
stig
atin
g se
vera
l ind
ices
of p
rogr
am q
uali
ty. I
t rat
ed a
lmos
t 50%
of a
ll th
e pr
opri
etar
y fo
r-pr
ofit
cen
ters
it st
udie
d as
"poo
r"co
mpa
red
to 1
1% of
th
e no
npro
fit c
ente
rs. T
he s
tudy
got
eno
rmou
s pr
ess
and
help
ed s
hape
m
any
ster
eoty
pes
abou
t for
-pro
fit p
rogr
ams.
E
ven
thou
gh t
here
is a
rec
ogni
tion
th
at n
onpr
ofit
and
for
-pro
fit p
ro-
gram
s al
l re
pres
ent
a sp
ectr
um o
f qu
alit
y, a
gro
win
g bo
dy o
f ev
iden
ce
sugg
ests
th
at th
ere
may
be
sign
ific
ant d
iffe
renc
es in
the
org
aniz
atio
nal
indi
cato
rs a
ssoc
iate
d w
ith
prof
essi
onal
ori
enta
tion
. Kag
an a
nd G
lenn
on
(198
2) re
port
ed f
or-p
rofi
ts c
onsi
sten
tlys
pent
10%
less
of t
heir
bud
get o
n w
ages
com
pare
d to
non
prof
its.
Whi
tebo
ok, H
owes
, Dar
rah,
an
d F
ried
- m
an (
1982
) al
so fo
und
staf
f in
pro
prie
tary
cen
ters
ear
ned
sign
ific
antl
y le
ss a
nd
had
few
er b
enef
its
than
wor
kers
in
othe
r pr
ivat
e o
r pu
blic
ce
nter
s. Jo
rde-
Blo
om (1
988b
) fou
nd th
at a
ltho
ugh
for-
prof
its p
aid
thei
r em
ploy
ees
som
ewha
t les
s, th
is d
iffe
renc
e di
d no
t tra
nsla
te in
to d
iffe
ren-
ti
al l
evel
s of
job
sati
sfac
tion
. T
he r
elat
ions
hip
betw
een
lega
l str
uctu
re a
nd o
vera
ll pr
ogra
m q
uali
ty
has
also
bee
n in
vest
igat
ed i
n se
vera
l st
udie
s. K
orlto
s an
d S
trem
mel
(1
988)
rep
orte
d si
gnif
ican
t dif
fere
nces
in q
uali
ty b
etw
een
for-
prof
it a
nd
no
npro
fit
cent
ers.
Kag
an a
nd
New
ton
(198
7),
as w
ell,
foun
d th
at t
he
tlt
~~
l~
>r
r>
rn
nn
t.f
~~
nr
ln
rl
nn
nn
rrlf
it
rc
lnto
rc
in
rl~
lrlr
rrl in
fi~
oir
at~
ldtr
rnn
cic
-
Pau
la J
orde
-Blo
om
23 1
tent
ly s
core
d hi
gher
in p
osit
ive
adu
lt b
ehav
iors
an
d o
ther
ind
icat
ors
of
qual
ity
than
pri
vate
non
prof
it c
ente
rs o
r fo
r-pr
ofit
pro
gram
s.
Pro
gram
typ
e de
scri
bes
the
kind
of
serv
ice
prov
ided
wit
h re
spec
t to
th
e le
ngth
of d
ay of
th
e ch
ildr
en's
pro
gram
. It i
s al
so a
n in
dire
ct m
easu
re
of t
he
amo
un
t of
con
tact
tim
e st
aff
have
wit
h ch
ildr
en. P
rogr
ams
vary
co
nsid
erab
ly in
thi
s re
gard
fro
m p
rovi
ding
sin
gle
half
-day
pro
gram
s of
2
- 2%
hou
rs in
len
gth
to fu
ll d
ay c
are
for
ten
or
mor
e ho
urs.
M
ost o
f th
e st
ud
ies
rela
ted
to p
rogr
am t
yp
e ha
ve l
ooke
d a
t di
ffer
ent
asp
ects
of
chil
d ad
just
men
t, t
each
er-c
hild
int
erac
tion
pat
tern
s, a
nd
p
aren
tal e
xpec
tati
ons.
Res
earc
h in
vest
igat
ing
the
effe
ct o
f pro
gram
type
on
ind
icat
ors
of p
rofe
ssio
nal
orie
ntat
ion
is q
uite
lim
ited
. Zin
sser
(19
86)
foun
d th
at h
alf-
day
nurs
ery
scho
ol p
rogr
ams
wer
e ch
arac
teri
zed
by
high
er h
ourl
y w
age
rate
s, m
ore
expe
rien
ced
and
mor
e hi
ghly
ed
uca
ted
st
aff,
an
d lo
wer
turn
over
rat
es th
an d
ay c
are
cent
ers.
Whi
tebo
ok a
nd
her
co
llea
gues
, as
wel
l, fo
und
turn
over
rat
es w
ere
low
est
for
staf
f in
par
t-
tim
e pr
ogra
ms.
Lin
dsay
an
d L
inds
ay (
1987
) fo
und
diff
eren
ces
in t
he
educ
atio
nal b
ackg
roun
d be
twee
n w
orke
rs in
ful
l-da
y an
d p
art-
day
pro
- g
ram
s wit
h a
far h
ighe
r pe
rcen
tage
of
teac
her
s an
d a
ssis
tan
ts a
t ful
l day
ce
nte
rs h
avin
g co
mpl
eted
fou
r o
r m
ore
year
s of
col
lege
.
Met
hodo
logy
Snnt
ple
un
d D
ale
Col
lect
ion
R.m
stl?
~rc?
s
The
sam
ple
for
this
stu
dy
inc
lude
d 83
1 ea
rly
clii
ldho
od
wor
kers
re
pres
enti
ng 8
5 f
or-p
rofi
t an
d n
onpr
ofit
cen
ter-
base
d pr
ogra
ms
in 2
0 st
ates
. The
sam
ple
incl
uded
26
mal
es a
rid
805
fem
ales
. To
cont
rol f
or th
e ef
fect
s of
ful
l-ti
me
vers
us p
art-
tim
e em
ploy
men
t, o
nly
indi
vidu
als
wer
e in
clud
ed t
hat
wer
e em
ploy
ed a
min
imum
of
35 h
ou
rs p
er w
eek.
Of
the
sam
ple,
242
wer
e cl
assr
oom
ass
ista
nts
(som
etim
es re
ferr
ed to
as
aid
es),
47
3 w
ere
teac
her
s or
hea
d te
ach
ers,
an
d 1
16 h
eld
adm
inis
trat
ive
or
supe
rvis
ory
posi
tion
s.
The
85
cen
ters
inc
lude
d in
thi
s st
ud
y r
ange
d in
siz
e fr
om 2
0 to
336
st
ud
ents
wit
h a
mea
n to
tal e
nrol
lmen
t of
92 s
tud
ents
. Pro
gram
s re
pre
- se
nted
a b
road
geo
grap
hic
as w
ell
as u
rban
an
d r
ura
l di
stri
buti
on.
The
dat
a fo
r thi
s st
ud
y w
ere
coll
ecte
d an
d a
naly
zed
in 1
987.
Qne
st,i
on-
nair
es w
ere
mai
led
to e
ach
part
icip
atin
g ce
nte
r w
ith
dire
ctio
ns f
or t
he
dire
ctor
to
dist
ribu
te a
sur
vey
and
ret
urn
env
elop
e to
eac
h em
ploy
ee.
Ano
nym
ity
of i
ndiv
idua
l re
spon
ses
was
em
phas
ized
. T
he a
vera
ge r
e-
snon
se ra
t.(! w
ithi
n ce
nter
s w
as 9
0% of
tht
? tot
al n
umbe
r of
ctm
ploy
ects
.
A f
ive-
page
que
stio
nnai
re w
as d
evel
oped
to
mea
sure
th
e va
riab
les
urad
er i
nves
tiga
tion
. In
add
itio
n to
eli
citi
ng i
nfor
mat
ion
on
th
e ba
ck-
grou
nd c
hara
cter
isti
cs o
f eac
h re
spon
dent
, th
e su
rvey
inc
lude
d qu
es-
tion
s to
asc
erta
in t
he
foll
owin
g in
depe
nden
t an
d de
pend
ent
vari
able
s.
Stnk
ctur
al c
mp
on
mb
. T
hre
e in
dice
s o
f or
ganh
atio
nal
stru
ctur
e w
ere
used
: siz
e, le
gal s
tru
ctu
re, a
nd p
rogr
am t
ype.
Tot
al s
tud
ent
enro
ll-
men
t w
as u
sed
as a
mea
sure
of s
ize.
Thi
s in
dex
wa
s se
lect
ed b
ecau
se i
t co
nvey
s m
ore
info
rmat
ion
abou
t th
e nu
mbe
r o
f fa
mil
ies
sew
ed (
an
d
rob
ab a
bly
mou
e in
form
ati
on
abo
ut t
he
com
plex
ity
oft
he
prog
raan
) th
an
a
lo~
s a s
ingl
e fi
gure
of
lice
nsed
cap
acit
y. S
ubje
cts
wer
e al
so a
sked
to
in
dica
te o
ne
of t
hree
Beg
al s
truc
ture
s th
at
best
def
ined
thei
r pr
ogra
m:
publ
ic
no
np
rofi
t, p
riva
te
no
np
rofi
t, a
nd
for-
prof
it. F
inal
ly,
prog
ram
s w
ere
grou
ped
into
on
e o
f fo
ur c
ateg
orie
s: h
alf-
day
(tw
o 2
% h
our
sess
ions
); h
alf
-da
y (o
ne
4 - 5
hour
ses
sion
); fu
ll-d
ay; a
nd f
ull-
day w
ith
a
ha
lf-d
ay o
ptio
n in
clud
ed i
n it
. Th
e ha
lf-d
ay p
rogr
ams
did
not
exce
ed 5
hour
s o
fco
nta
ct ti
me
witl
a cl
aild
ren.
All
full
-day
pro
gram
s pr
ovid
ed c
hild
ca
re s
ewic
es a
min
imu
m o
f 8 h
ours
. B
ofe
ssio
na
l o
~m
hti
on
-C
aw
. In
as
sess
ing
this
var
iabl
e, t
he
indi
vidu
al c
ente
r w
as t
he
unit
of
anal
ysis
. T
his
sca
le m
easu
red
the
poji
cies
, pr
acti
ces,
an
d re
gula
r ac
tivi
ties
of
the
cent
er t
ha
t su
ppor
t pr
ofes
sion
al g
row
th, t
each
er i
nvol
vem
ent
in d
ecis
ion-
mak
ing,
and
rol
e cl
arit
y. R
ecau
se t
each
ers
and
adm
inis
trat
ors
oft
en h
ave
diE
eren
t pe
r-
cept
ions
o
f w
ha
t is
goi
ng
on
in
ce
nter
(Jo
rde-
Blo
om,
1198
8a),
all
empl
oyee
s w
ere
aske
d to
com
plet
e th
e qu
esti
ons
abou
t th
e or
gani
aa-
tion
al p
ract
ices
th
at
rela
ted
to t
he
cent
er's
pro
fess
iona
l or
ient
atio
n.
Wln
en t
here
was
at
Beas
t 80
% a
gree
men
t by
em
ploy
ees
tha
t th
e ce
nter
en
gage
d in
th
e pa
rtic
ular
act
ivit
y de
scri
bed,
it w
as
assu
med
th
at
the
item
acc
urat
ely
refl
ecte
d or
gani
zati
onal
pra
ctic
es
aaad
th
e it
em w
as
~wtn
ntet
B.
In a
ll th
ere
wer
e 25
pos
sibl
e po
ints
for
th
is s
cale
. An
araa
lysi
s o
f th
e in
tern
al c
onsi
sten
cy o
f th
e sc
ale
item
s (C
ronb
ach'
s A
lph
a)
yiel
ded
a co
emci
ent
of .
68.
Ro
fess
ion
al
orim
tati
on-I
ndiv
idvk
aE.
Dra
win
g otl
pr
evio
us
re-
sear
ch o
n t
he
topi
c (C
ow
in, 1
965;
Etz
ioni
, 19
69; B
loul
e, 1
981;
Jor
de-
Rlo
om &
For
d, 1
988;
Lie
berm
an,
I95
6),
thi
s sc
ale
incl
uded
que
stio
ns
rega
rdin
g in
divi
dual
s' p
erce
ptio
n o
f the
ir w
ork
("D
o you
con
side
r yo
ur
wor
k ju
st
a jo
b or
car
eer?
"), t
heir
inv
olve
men
t in
pur
suin
g ad
vanc
ed
stut
livs
; and
deg
ree
oraf
fili
atio
n wit
h pr
ofes
sion
al o
rgan
izat
ions
. Cle
arly
, o
ne
of t
he
mos
t in
lpor
tant
in
dica
tors
of a
pro
fess
iona
l or
ient
atio
n is
on
e's
com
mit
men
t to
th
e cl
ient
. A
skin
g qu
esti
ons
dire
ctly
abo
ut c
om
- m
itm
ent
typi
call
y pr
oduc
es s
ocia
lly-
desi
rabl
e re
spon
ses,
Blo
wev
er.
To
circ
umve
nt e
llis
prob
lem
, cl
ient
co
mm
itm
ent
was
inf
erre
d fr
om
th
e
Pau
la J
orde
-Blo
om
233
subj
ect's
res
pons
es to
que
stio
ns th
at ta
rget
ed s
peci
fic
beha
vior
s in
dica
- ti
ve o
f com
mit
men
t. F
or e
xam
ple,
subj
ects
wer
e as
ked
if th
ey e
ngag
ed in
an
y ad
voca
cy a
ct,iv
itie
s rel
ated
to
chi
ldre
n's
issu
es.
In a
ll th
ere
wer
e a
tota
l of
20 p
ossi
ble
poin
ts f
or th
is s
cale
. An
anal
ysis
of
th
e in
tern
al c
onsi
sten
cyof
the
scal
e it
ems
(Cro
nbac
h's
Alp
ha) y
ield
ed
a co
effi
cien
t of
.70.
The
cor
rela
tion
bet
wee
n th
e pr
ofes
sion
al o
rien
tati
on
(ind
iv)
subs
cale
an
d th
e pr
ofes
sion
al o
rien
tati
on (
cen
ter)
sub
scal
e w
as
r =
.01,
p <
.85
indi
cati
ng t
hat
th
e it
ems
com
pris
ing
each
of
the
scal
es
wer
e re
lati
vely
ind
epen
dent
.
Org
aniz
atio
nal
com
mil
mer
zt.
Org
aniz
atio
nal
com
mit
men
t m
eas-
ur
es t
he
rela
tive
str
engt
h of
an
ind
ivid
ual's
ide
ntif
icat
ion
wit
h an
d i
n-
volv
emen
t in
a p
arti
cula
r or
gani
zati
on.
Mow
day,
Ste
ers,
an
d P
orte
r (1
979)
as
wel
l as
Dw
orki
n (1
987)
em
phas
ize
that
com
mit
men
t is
ch
ar-
acte
rize
d by
at
leas
t th
ree
rela
ted
fact
ors:
(I)
a s
tron
g be
lief
in a
nd
ac
cept
ance
of
the
orga
niza
tion
's g
oals
an
d v
alue
s; (
2)
a w
illi
ngne
ss t
o
exer
t con
side
rabl
e ef
fort
on
beha
lf o
f th
e or
gani
zati
on; a
nd
(3
) a s
tron
g de
sire
to
mai
ntai
n m
embe
rshi
p in
th
e or
gani
zati
on.
Dra
win
g on
pre
viou
s re
sear
ch o
n th
e to
pic
as it
rel
ates
to
the
con
tex
t of
ear
ly c
hild
hood
edu
cati
on (
Ber
k, 1
985;
Jor
de-B
loom
, 19
82,
1986
, 19
88b;
Kre
uger
, Lau
er, G
raha
m, &
Pow
ell,
1986
), in
divi
dual
s w
ere
aske
d 10
que
stio
ns r
elat
ing
to th
eir
com
mit
men
t to
the
cent
er. F
ive
ques
tion
s w
ere
wor
ded
posi
tive
ly,
five
neg
ativ
ely.
Sco
res
rang
ed f
rom
0 t
o 1
0 in
dica
ting
low
to
hig
h co
mm
itm
ent
to t
he
cen
ter.
Int
erna
l co
nsis
tenc
y (C
ronb
ach'
s A
lpha
) fo
r th
is s
cale
was
.65.
Res
ult
s an
d D
iscu
ssio
n
The
Pro
fess
io?z
al O
rim
tati
o7z
of In
divi
dual
s-A
P
rofi
le
Muc
h of
the
prev
ious
res
earc
h in
th
e ar
ea o
f pro
fess
ional
ism
in
earl
y ch
ildh
ood
educ
atio
n h
as tr
eate
d ch
ild
care
wor
kers
as
a co
llec
tive
ide
n-
tity
, ref
erri
ng to
them
as
thou
gh th
eyw
ere
a ho
mog
eneo
us o
ccup
at.i
otia
l gr
oup.
Rut
res
earc
h th
at r
elie
s on
mea
sure
s of
cen
tral
ten
denc
y to
re
port
bac
kgro
und
char
acte
rist
ics
and
outc
ome
vari
able
s of
th
e gr
oup
as a
who
le m
ask
the
enor
mou
s va
riat
ion
that
exi
sts
amon
g w
orke
rs in
th
is fi
eld.
The
resu
lts
of t
he
pres
ent s
tudy
und
ersc
ore
the
impo
rtan
ce o
f n
ot
refe
rrin
g to
ear
ly c
hild
hood
ed
uca
tors
as
a si
ngle
ref
eren
ce g
roup
. In
deed
, th
e oc
cupa
tion
may
be
mor
e st
rati
fied
than
pre
viou
sly
assu
me(
!.
Tab
le 1
pro
vide
s a
sum
mar
y of
mea
ns a
nd s
tan
tlar
d d
evia
tion
s of
tl~
e
back
grou
nd c
hara
cter
isti
cs, l
evel
of p
rofe
ssio
nal o
rien
tati
on, a
nd o
rgan
i-
zati
onal
com
mit
men
t of
the
831
indi
vidu
als
incl
uded
in
this
stu
dy. D
ata
are
also
pre
sent
ed a
ccor
ding
to
the
wor
ker's
rol
e in
th
e ce
nter
.
234
Chi
ld &
You
th Care Quarterly
TABLE 1
M
eans
and
Sta
ndar
d D
evia
tion
s of
Bac
kgro
und
Cha
ract
eris
tics
, P
rofe
ssio
nal
Ori
enta
tion
, and
Org
aniz
atio
nal
Com
mit
men
t by
Rol
e
Var
iabl
e M
S.
D.
Ass
ista
nts
(N=242)
Age
E
duca
tion
lev
el*
Yea
rs in
ece
Y
ears
at c
ente
r Pr
of O
rien
tati
on
Com
mit
men
t
Tea
cher
s (N=4 73)
Age
E
duca
tion
lev
el*
Yea
rs in
ece
Y
ears
at c
ente
r Pr
of O
rien
tati
on
Com
mit
men
t
Dir
ecto
rs (N
= 11
6)
Age
E
duca
tion
lev
el*
Yea
rs in
ece
Y
ears
at c
ente
r Pr
of O
rien
tati
on
Com
mit
men
t
All
(N=
831)
A
ge
Edu
cati
on l
evel
* Y
ears
in e
ce
Yea
rs a
t cen
ter
Prof
Ori
enta
tion
C
omm
itm
ent
"lev
el 1
= h
igh
scho
ol d
iplo
ma;
2 =
som
e co
llege
; 3 =
Ass
ocia
te o
f Art
s (A
A)
degr
ee; 4
=
Bac
cala
urea
te d
egre
e; 6
som
e gr
adua
te w
ork;
6 =
Mas
ter'
s deg
ree;
7 - Po
st m
aste
r's w
ork;
8 =
Doc
tora
te (
Ed.
D/P
h.D
)
Ana
lysi
s of
var
ianc
e pr
oced
ures
wer
e em
ploy
ed t
o d
isce
rn i
f th
ere
wer
e st
atis
tica
lly
sign
ific
ant
diff
eren
ces
betw
een
assi
stan
ts,
teac
hers
, an
d tl
irec
t,ors
in t
heir
bac
kgro
und
(age
. edu
cati
on. v
ears
in e
ce. v
ears
on
Pau
la J
orde
-Blo
om
235
the j
ob),
leve
l of p
rofe
ssio
nal o
rien
tati
on, a
nd
com
mit
men
t to
the
cent
er.
In e
ach
area
str
on
g st
atis
tica
lly
sign
ific
ant d
iffe
renc
es w
ere
note
d (p
<
.001
). In
bot
h pr
ofes
sion
al o
rien
tati
on a
nd
org
aniz
atio
nal c
omm
itm
ent,
th
e di
ffer
ence
s w
ere
quit
e st
ron
g (
prof
essi
onal
ori
enta
tion
, F (
2,72
3) =
118.
95, p
< .00
01;o
rgan
izat
iona
l com
mit
men
t, F
(2,7
34) =
7.4
0, p
< .O
Ol)
. A
s no
ted
on t
his
tabl
e, t
he
diff
eren
ces
corr
espo
nded
dir
ectl
y to
th
e in
divi
dual
's h
iera
rchi
cal r
ole
in t
he
cent
er. O
nly
59%
of t
he
assi
stan
ts, f
or
exam
ple,
ver
sus
87%
of t
he
dir
ecto
rs p
erce
ived
the
ir w
ork
as a
car
eer.
D
irec
tors
of p
rogr
ams
had
mor
e fo
rmal
edu
cati
on, m
ore
expe
rien
ce, a
nd
exhi
bite
d a
stro
nger
pro
fess
iona
l or
ient
atio
n an
d g
reat
er c
omm
itm
ent
to t
he
cen
ter
than
tea
cher
s. T
each
ers
in t
urn
sco
red
high
er o
n th
ese
mea
sure
s th
an a
ssis
tant
s.
I'ett
ygro
ve a
nd
Gre
enm
an (
1984
) be
liev
e th
ere
is n
ot a
cle
ar s
har
ed
defi
niti
on o
f th
e m
eani
ng o
f pr
ofes
sion
alis
m f
or w
ork
in e
arly
chil
dhoo
d ed
ucat
ion.
Lac
king
wel
l-ar
ticu
late
d pr
ofes
sion
al s
tan
dar
ds,
chi
ld c
are
staf
f ty
pica
lly
defi
ne p
rofe
ssio
nali
sm i
n te
rms
of t
he
perc
eive
d im
por-
ta
nce
an
d re
spon
sibi
lity
ass
ocia
ted
wit
h th
eir
wor
k ra
ther
than
in t
erm
s of
pos
sess
ing
a pa
rtic
ular
bod
y of
kno
wle
dge
and
ski
lls.
C
onsi
dera
ble
rese
arch
su
pp
ort
s th
is "
nobl
e ca
use"
sel
f pe
rcep
tion
of
prof
essi
onal
ism
. Sev
eral
stu
die
s ha
ve f
ound
th
at e
arly
ct~
ild
ho
od
edu
ca-
tors
per
ceiv
e tl
iem
selv
es a
s pr
ofes
sion
als,
tak
e th
eir
wor
k se
riou
sly,
ant
1 ar
e co
mm
itte
d to
car
eers
in c
hild
car
e (B
erk,
198
5; .lo
rde-
Blo
orn,
198
81);
L
inds
ay &
Lin
dsay
, 198
7; P
etty
grov
e, W
hite
book
, & W
eir,
198
4). V
irtu
ally
al
l of
th
e st
ud
ies
cite
d gi
ve e
arly
chi
ldho
od e
du
cato
rs h
igh
mar
ks
for
thei
r de
dica
tion
an
d c
omm
itm
ent
to t
he
fiel
d. R
ut m
ost
of p
revi
ous
rese
arch
on
the
topi
c em
brac
es a
nar
row
def
init
ion
of p
rofe
ssio
nali
sm,
on
e th
at r
ests
on
self
-per
cept
ion
as a
sol
e cr
iter
ia.
P~
.ofe
ssio
nali
sm is
thu
s eq
uate
d w
ith
the
exte
nt
to w
hich
chi
ld c
are
wor
kers
exh
ibit
th
e at
titu
des
of
prof
essi
onal
ism
-bel
ief
in t
he
imp
ort
ance
of
thei
r w
ork,
lo
ng-t
erm
com
mit
men
t, a
nd
ase
nse
of
auto
nom
y in
per
form
ing
it (
Lin
d-
say
& L
inds
ay, 1
987)
. B
ut i
s se
lf-p
erce
ptio
n en
ough
? If
one
tak
es a
bro
ader
vie
w o
f pr
ofes
- si
onal
ism
, def
inin
g it
ins
tead
as
one'
s pr
ofes
sion
al o
rien
tati
on (
havi
ng
both
an
att
itu
din
al a
nd
beh
avio
ral
com
po
nen
t), t
han
ear
ly c
hild
hood
ed
uca
tors
may
com
e o
ut w
ith
a di
ffer
ent s
ort
of
rep
ort
car
d. T
he
resu
lts
of th
e d
ata
anal
ysis
in t
his
stu
dy
sugg
est t
hat
ear
ly c
hild
hood
ed
uca
tors
ha
ve a
long
way
to
go
befo
re th
eir
beha
vior
s m
atch
th
eir
perc
epti
ons
of
them
selv
es a
s pr
ofes
sion
als.
The
ex
ten
t of
the
ir i
nvol
vexn
ent i
n pr
ofes
- si
onal
act
ivit
ies
was
dis
appo
inti
ng, t
o s
ay t
he
leas
t. N
ot e
ven
a th
ird
of
the
teac
her
s be
long
ed t
o o
ne p
rofe
ssio
nal
orga
niza
tion
or
subs
crib
ed t
o a
sing
le p
rofe
ssio
nal j
ourn
al o
r m
agaz
ine.
Onl
y a
thir
d o
f th
e as
sist
ants
w
ere
wor
king
tow
ard
a de
gree
. And
bar
ely
a fi
fth
of t
he
assi
stan
ts a
nd
te
ach
ers
had
att
end
ed t
wo
wor
ksho
ps o
r co
nfer
ence
s du
ring
th
e pr
e-
viou
s ye
ar.
236
Chl
ld &
You
th C
are
Qua
rter
ly
The
re is
cle
arly
a d
iscr
epan
cy b
etw
een
self
per
cept
ions
an
d r
epo
rted
be
havi
ors
in t
he
area
of
chil
d ad
voca
cy, a
s w
ell.
In a
198
2 st
ud
y o
f ea
rly
chil
dhoo
d ed
uca
tors
, Hos
tetl
er a
nd
Klu
gman
rep
ort
that
nea
rly
half
of
thei
r re
spo
nd
ents
vie
wed
the
mse
lves
as
chil
d ad
voca
tes.
Whe
n th
e su
b-
ject
s in
th
e pr
esen
t stu
dy
wer
e as
ked,
how
ever
, if
they
had
wri
tten
eve
n o
ne
advo
cacy
let
ter
duri
ng t
he
prev
ious
yea
r, o
nly
9% of
th
e as
sist
ants
, 12
% of
t,he
teac
hers
, an
d 4
5% of
th
e di
rect
ors
had
done
so.
E
ven
thou
gh t
he
over
all l
evel
of
invo
lvem
ent
in p
rofe
ssio
nal
acti
viti
es
was
dis
appo
inti
ng, i
t is
clea
r th
at o
ne's
rol
e in
th
e or
gani
zati
on im
pact
s se
lf-p
erce
ptio
n of
pro
fess
iona
lism
. It
is
poss
ible
th
at a
s in
divi
dual
s in
crea
se t
heir
lev
el o
f ed
ucat
ion
and
ex
pan
d t
heir
rep
erto
ire
of e
xp
e-
rien
ces,
they
go
thro
ugh
a ki
nd o
f per
cept
ual s
hift
, mov
ing
from
aU
no
ble
ca
use"
role
per
cept
ion
of w
hat
con
stit
utes
pro
fess
iona
lism
to
on
e th
at is
de
fine
d m
ore
by t
heir
ou
twar
d a
ctio
ns a
nd
beh
avio
rs.
As
indi
vidu
als
mov
e u
p t,
he ca
reer
ladd
er, t
hey
enga
ge in
mor
e ac
tivi
ties
th
at a
re c
har
- ac
teri
stic
of
prof
essi
onal
s. T
hey
subs
crib
e to
mor
e ed
ucat
iona
l jou
rnal
s,
they
att
end
mor
e w
orks
hops
an
d c
onfe
renc
es, t
hey
com
mit
mor
e ti
me
over
an
d a
bove
wh
at th
ey a
re p
aid
for i
n pl
anni
ng a
nd
pre
par
atio
n, t
hey
wri
te m
ore
advo
cacy
lett
ers,
an
d th
ey a
ssu
me
a g
reat
er le
ader
ship
role
in
the
pro
fess
ion
by g
ivin
g w
orks
hops
an
d p
ubli
shin
g ar
ticl
es.
7Iw Pufessionnl Orientation of
Centers-A
Profile
Ove
rall
, th
e ea
rly
chil
dhoo
d pr
ogra
ms
part
icip
atin
g in
th
is s
tud
y
enga
ged
in a
num
ber
of a
ctiv
itie
s th
at p
rom
oted
pro
fess
iona
lism
. T
wo-
th
ird
s or
mor
e of
th
e pr
ogra
ms
prov
ided
rel
ease
d ti
me
to a
tten
d c
onfe
r-
ence
s, e
ncou
rage
d st
aff
t,o
shar
e re
sour
ces
regu
larl
y, I
tad
form
al jo
b ev
alua
tion
pro
cedu
res,
con
duct
ed s
taff
mee
ting
s a
t lea
st o
nce
a m
onth
, ha
d a
staf
f m
anua
l an
d w
ritt
en jo
b de
scri
ptio
ns, p
rovi
ded
par
ents
wit
h a
hand
book
det
aili
ng p
olic
ies,
an
d d
istr
ibut
ed a
mon
thly
new
slet
ter.
In
an
ear
lier
stu
dy
of
cen
ter
prac
tice
s re
lati
ng t
o p
rofe
ssio
nali
sm,
Hos
tetl
er a
nd
Klu
gman
(19
82) s
tate
that
onl
y 41
% of
th
e pr
ogra
ms
they
su
rvey
ed h
ad r
egul
ar in
-ser
vice
educ
atio
n an
d o
nly
28%
prov
ided
tuit
ion
reim
burs
emen
t fo
r co
urse
s. W
hile
it i
s di
ffic
ult
to k
now
how
sim
ilar
the
sam
ple
in t
hat
stu
dy
was
to th
e pr
ogra
ms
incl
uded
in t
he
pre
sen
t stu
dy
, it
is
enco
urag
ing
to s
ee t
hat
th
e pe
rcen
tage
of
prog
ram
s re
spon
ding
af
firm
ativ
ely
to t
hese
tw
o ca
tego
ries
im
prov
ed;
61%
of t
he
prog
ram
s su
rvey
ed in
thi
s st
ud
y p
rovi
ded
on-s
ite
staf
f de
velo
pmen
t an
d 4
1% pr
o-
vide
d tu
itio
n re
imbu
rsem
ent
to e
mpl
oyee
s ta
king
col
lege
cou
rses
. E
ven
if pr
ogra
ms
have
str
eng
then
ed t
heir
pro
fess
iona
l or
ient
atio
n ov
er t
he
pas
t fe
w y
ears
, it w
as s
till
dis
appo
inti
ng t
o s
ee le
ss t
han
hal
f of
th
e pr
ogra
ms
in t
his s
tud
y p
rovi
ded
empl
oyee
s wit
h w
ritt
en c
on
trac
ts o
r ha
d a
libr
ary
of p
rofe
ssio
nal b
ooks
for
thei
r st
aff t
,o u
se. O
nlya
litt
le m
ore
Pau
la J
orde
-Blo
om
237
than
a t
hird
of
the
prog
ram
s pr
ovid
ed r
elea
sed
tim
e to
vis
it o
ther
pr
ogra
ms.
And
onl
y 1 1
% of
th
e to
tal s
amp
le p
rovi
ded
coun
sel f
or p
rofe
s-
sion
al a
dvan
cem
ent.
Stru
ctur
al f
iflm
mce
s in
Pro
gram
s
Tab
le 2
not
es t
he
mea
ns a
nd
sta
nd
ard
dev
iati
ons
for
the
prof
essi
onal
or
ient
atio
n of
cen
ters
acc
ordi
ng t
o t
hre
e in
dice
s of
pro
gram
str
uct
ure
: si
ze, l
egal
str
uct
ure
, an
d ty
pe o
f se
rvic
e.
TABLE 2
Su
mm
ary
of P
rofe
ssio
nal O
rien
tati
on (C
ente
r)
by P
rogr
am S
truc
ture
(N=85)
Stru
ctur
al C
ompo
nent
P
rof
Ori
ent
N
M
s. D.
- Siz
e Sm
all (
20-5
9 st
ud
ents
) M
ediu
m (
60-9
9 st
uden
ts)
Lar
ge (
1 00-
336
stu
den
ts)
ma
l St
ruct
ure
Non
prof
it
Non
prof
it-p
ubli
c N
onpr
ofit
-pri
vate
F
or-p
rofi
t
Pro
gram
Typ
e H
alf
day-
one
4-5
hr
sess
ion
Hal
f da
y-tw
o se
ssio
ns
Ful
l day
F
ull/
half
day
com
bina
tion
All S
ize.
G
iven
th
e un
ifor
m a
gree
men
t in
th
e li
tera
ture
th
at i
ncre
ased
ce
nte
r siz
e in
crea
ses
the
coll
ecti
ve f
inan
cial
an
d h
uman
res
ourc
es o
f th
e ce
nter
, th
ere
was
cer
tain
ly s
uffi
cien
t ba
sis
to a
rgue
th
at in
crea
sed
size
m
ight
hav
e ha
d a
bene
fici
al im
pact
on
a pr
ogra
m's
pro
fess
iona
l or
ient
a-
Chi
ld &
Youth C
are
Qua
rter
ly
tion
. In
the
adm
inis
trat
ion
of e
arly
chi
ldho
od c
ente
rs w
here
bud
geta
ry
con
stra
ints
oft
en li
mit
impl
emen
ting
pro
fess
iona
l gro
wth
opp
ortu
niti
es
for
staf
f, it
wou
ld s
eem
rea
sona
ble
that
lar
ger
cen
ters
mig
ht h
ave
an
adva
ntag
e ov
er s
mal
ler
prog
ram
s. A
t lea
st f
or t
he
prog
ram
s in
clud
ed in
th
is s
tudy
, thi
s w
as a
pp
aren
tly
not
th
e ca
se.
Inde
ed, j
ust
the
oppo
site
pa
tt.e
rn e
mer
ged.
Whe
n pr
ogra
ms
wer
e gr
oupe
d in
to th
ree
equa
l ca
te-
gori
es b
y si
ze, t
he
smal
ler
cen
ters
rat
ed h
ighe
st in
pro
fess
iona
l o
rien
ta-
tion
(M
= 15
.36,
SD 3
.71)
whe
n co
mp
ared
to th
e la
rge
cen
ters
(M =
14.
14,
SD 2
.54)
an
d t
he
med
ium
-siz
ed c
ente
rs (
M =
14
.30,
SD
3.1
2).
The
se
diff
eren
ces
wer
e no
t st
atis
tica
lly
sign
ific
ant,
how
ever
(F
(2,8
2) =
1.2
1).
Leg
al S
truc
ture
. It
was
dis
quie
ting
to
see
the
resu
lts
of t
he
dat
a an
alys
is w
ith
resp
ect
to d
iffe
renc
es i
n th
e pr
ofes
sion
al o
rien
tati
on o
f pr
ogra
ms
base
d on
leg
al s
tru
ctu
re.
Ear
ly c
hild
hood
ed
uca
tors
hav
e w
orke
d h
ard
ove
r th
e p
ast
dec
ade
to r
edu
ce t
he
pola
rizi
ng r
heto
ric
betw
een
the
for-
prof
it a
nd
non
prof
it s
ecto
rs c
laim
ing
that
indi
cato
rs o
f qu
alit
y w
ithi
n ea
ch s
ecto
r cov
er t
he
spec
tru
m o
f po
or t
o e
xcel
lent
. Thi
s ge
nera
liza
tion
may
be
tru
e, b
ut t
he
resu
ltso
f th
e A
NO
VA
show
that
ther
e ar
e st
ron
g st
atis
tica
lly
sign
ific
ant d
iffe
renc
es in
th
e pr
ofes
sion
al o
rien
ta-
tion
of
prog
ram
s ba
sed
on l
egal
str
uct
ure
(F
(1.8
3) =
33.
81, p
< .0
001)
. T
able
2 p
rovi
des
a br
eakd
own
of m
eans
by
lega
l str
uct
ure
. It s
houl
d be
no
ted
that
sin
ce t
he
mea
n di
ffer
ence
s w
ithi
n th
e no
npro
fit
sect
or
betw
een
priv
ate
and
pub
lic
nonp
rofi
ts w
as s
o sm
all,
thes
e tw
o su
bca
te-
gori
es w
ere
com
bine
d fo
r th
e an
alys
is o
fvar
ianc
e pr
oced
ures
. The
mea
n pr
ofes
sion
al o
rien
tati
on o
f th
e 64
non
prof
it p
rogr
ams
was
15.
49 (
SD
2.61
); th
e m
ean
prof
essi
onal
ori
enta
tion
of
the
21 f
or-p
rofi
t cen
ters
was
11
.60
(SD
2.8
2). '
I'hc
rang
e of
sco
res
for
the
nonp
rofi
t ce
nte
rs o
n th
is
su1)
scal
e was
11
- 22
ou
t of
a po
ssib
le 2
5. F
or th
e fo
r-pr
ofit
pro
gram
s, th
e ra
nge
was
7 -
20. I
t w
as i
nter
esti
ng t
o n
ote,
how
ever
, th
at a
95%
conf
i-
denc
e in
terv
al o
f th
e di
stri
buti
ons
of t
he
two
mea
ns d
id n
ot o
verl
ap.
Pro
prie
tary
op
erat
ors
are
oft
en v
ocal
in t
heir
ins
iste
nce
that
by
exer
- ci
sing
eff
icie
nt m
anag
eria
l sk
ills
, the
y ca
n m
ake
thei
r pr
ogra
ms
prof
ita-
t)
lc w
itho
ut a
ny r
educ
tion
in
the
qual
ity
of c
are
prov
ided
. I'c
rlla
ps w
e ne
ed t
o l
ook
clos
er a
t ho
w t
he
for-
prof
it s
ecto
r in
terp
rets
"ef
fici
ent
man
agem
ent.
" M
any
of t
he
indi
cato
rs o
f a
cent
er's
pro
fess
iona
l or
ient
a-
tion
inv
olve
dec
isio
ns t
hat
dir
ectl
y re
late
to fi
scal
pri
orit
ies.
Suc
h ac
tivi
- ti
es a
s pr
ovid
ing
on-s
ite
staf
f de
velo
pmen
t, r
eim
burs
ing
teac
her
s fo
r tu
itio
n fo
r col
lege
cou
rses
, an
d e
quip
ping
the
cent
er w
ith
a w
ell-
stoc
ked
prof
essi
onal
libr
aryr
nay
be v
iew
ed a
s "no
ness
enti
al" f
rill
s th
at c
ut i
nto
an
alre
ady
tigh
t pr
ofit
mar
gin.
It
sho
uld
be e
mph
asiz
ed,
how
ever
, th
at m
any
of t
he
indi
cato
rs o
f a
stro
ng
pro
fess
iona
l or
ient
atio
n d
o n
ot i
mpa
ct a
pro
gram
's b
udge
t. E
ven
wit
h li
mit
ed r
esou
rces
, th
ere
are
man
y cr
eati
ve w
ays
that
pro
gram
s ca
n
sul)
po
rt th
e pr
ofes
sion
al g
row
th o
f em
ploy
ees.
Wha
t is e
ssen
tial
, tho
ugh,
Pau
la J
orde
-Blo
om
239
is a
com
mit
men
t to
prof
essi
onal
ism
th
at m
akes
wea
ving
th
ese
acti
viti
es
into
th
e da
ily
life
of a
pro
gram
an
unc
ompr
omis
ed p
rior
ity.
T
his s
tud
y a
lso
foun
d si
gnif
ican
t dif
fere
nces
in t
he
prof
essi
onal
ori
en-
tati
on
an
d t
he
com
mit
men
t of
wor
kers
th
at c
orr
esp
on
ded
to
the
lega
l st
ruct
ure
of t
hei
r pro
gram
(pr
ofes
sion
al o
rien
tati
on, F
(1,7
24) =
15.
32, p
<
.000
1; c
omm
itm
ent,
F (1
,736
) =
5.1
1, p
< .0
2). I
ndiv
idua
ls w
orki
ng f
or
nonp
rofi
t cen
ters
scor
ed h
ighe
r on
eac
h o
f th
ese
subs
cale
s (P
rofe
ssio
nal
orie
ntat
ion:
non
prof
it, M
= 5
.18;
for-
prof
it, M
= 4
.09.
Com
mit
men
t: n
on
- pr
ofit
, M
= 6
.96,
for
-pro
fit,
M =
6.5
8).
It is
pos
sibl
e th
at a
pro
gram
's
prof
essi
onal
ori
enta
tion
ser
ves
as a
kin
d of
mod
el f
or t
he
indi
vidu
al's
pr
ofes
sion
al o
rien
tati
on b
y se
ttin
g pr
ofes
sion
al s
tan
dar
ds
and
ex-
pe
ctat
ions
. P
rogr
am T
ype.
T
he re
sult
s of
thi
s st
ud
y a
lso
indi
cate
th
at t
her
e ar
e si
gnif
ican
t di
ffer
ence
s in
th
e pr
ofes
sion
al o
rien
tati
on o
f pr
ogra
ms
that
ca
n b
e at
trib
ute
d t
o p
rogr
am t
yp
e (F
(1,8
3) =
7.8
7, p
< .0
01).
Ove
rall
, ha
lf-d
ay p
rogr
ams
had
a hi
gher
pro
fess
iona
l or
ient
atio
n th
an f
ull-
day
prog
ram
s. H
ere
agai
n, th
e su
bcat
egor
ies
wit
hin
the
two
maj
or p
rogr
am
type
s w
ere
com
bine
d fo
r th
e an
alys
is o
f va
rian
ce p
roce
dure
s. T
he m
ean
prof
essi
onal
ori
enta
tion
sco
re f
or t
he
29 h
alf-
day
pro
gra
ms
was
l5.8
1
(SD
2.8
7); t
he
mea
n pr
ofes
sion
al o
rien
tati
on s
core
for
th
e 56
ful
l-da
y pr
ogra
ms
was
13.
87 (S
D 3
.09)
. A c
lose
r lo
ok a
t th
e d
ata
war
ran
ts i
nte
r-
pret
ing
thes
e di
ffer
ence
s w
ith
caut
ion,
how
ever
. Eve
n th
ough
th
e ti
iffe
r-
ence
bet
wee
n m
eans
was
sta
tist
ical
ly s
igni
fica
nt, t
he
mea
ns o
f th
e tw
o di
stri
buti
ons
over
lap
som
ewha
t an
d t
he
actu
al d
iffe
renc
e be
twee
n m
eans
was
not
qui
te t
wo
poin
ts.
Pro
gram
typ
e, a
s w
ell,
prov
ed t
o h
ave
a st
ron
g e
ffec
t on
the
pro
fcs-
si
onal
ori
enta
tion
of i
ndiv
idua
ls a
nd
thei
r co
mm
itm
ent t
o th
e ce
nte
r. In
bo
th a
reas
, si
gnif
ican
t di
ffer
ence
s w
ere
note
d be
twee
n ha
lf-d
ay a
nd
fu
ll-d
ay p
rogr
ams
(Pro
fess
iona
l or
ient
atio
n, F
(1,
724)
= 5
.25,
p <
.02;
co
mm
itm
ent,
F(1
,735
) = 9
.08,
p <
.003
). In
divi
dual
s wor
king
for
half
-day
p
rog
ram
s co
nsi
sten
tly
sco
red
hi
gher
on
each
sca
le (
Pro
fess
ion
al
orie
ntat
ion:
hal
f-da
y, M
= 5
.35;
full
-day
, M =
4.7
3. C
omm
itm
ent:
hal
f-da
y,
M =
7.1
8; fu
ll-(
lay,
M =
6.7
8).
Whe
n w
e lo
ok a
t th
e re
sult
s of
this
stu
dy
wit
h re
spec
t to
pro
gram
type
, it
is
clea
r th
at p
rofe
ssio
nal
orie
ntat
ion
from
an
ind
ivid
ual o
r or
gani
za-
tion
per
spec
tive
is c
lose
ly re
late
d to
tim
e. T
he d
eman
ds
of w
orki
ng w
ith
chil
dren
eig
ht o
r mor
e ho
urs
a d
ay le
aves
pre
ciou
s li
ttle
tim
e o
r ene
rgy
to
focu
s on
pro
fess
iona
l gr
owth
act
ivit
ies.
Eve
n co
ordi
nati
ng s
ched
ules
in
full
-day
pro
gram
s to
allo
w fo
r reg
ular
staf
f mee
ting
s is
oft
en p
robl
emat
ic
for
dire
ctor
s. T
he H
ead
Sta
rt m
odel
of
one
4-5
ho
ur
sess
ion
leav
ing
tim
e fo
r pl
anni
ng,
prep
arat
ion,
dia
gnos
tic
eval
uati
on,
and
par
ent
con
fer-
en
ces
reco
gniz
es t
he
prof
essi
onal
rol
e of
th
e st
aff.
Alt
houg
h co
stly
, thi
s m
odel
may
ser
ve a
s a
usef
ul p
roto
type
for
im
prov
ing
the
prof
essi
onal
or
ient
atio
n of
pro
gram
s.
Con
clus
ion
Chi
ld &
You
th C
are
Qua
rter
ly
Thi
s st
ud
y h
as l
ooke
d a
t pr
ofes
sion
al o
rien
tati
on f
rom
tw
o re
late
d pe
rspe
ctiv
es-t
hat
of t
he
indi
vidu
al w
orke
r an
d th
at o
f th
e ea
rly
chil
d-
hood
cen
ter.
Thi
s bi
furc
ated
co
nst
ruct
has
bee
n co
nven
ient
for
met
ho-
dolo
gica
l pu
rpos
es,
bu
t m
ay a
lso
prov
e us
eful
in
gene
rati
ng r
ecom
- m
enda
tion
s fo
r pr
acti
ce.
Fro
m t
he
pers
pect
ive
of t
he
indi
vidu
al, f
or e
xam
ple,
the
resu
lts
of t
he
pres
ent
stu
dy
sug
gest
th
at i
f ea
rly
chil
dhoo
d ed
uca
tors
are
to
mov
e be
yond
th
e pr
evai
ling
im
age
of c
aret
aker
s as
uns
kill
ed w
orke
rs,
they
m
ust
beg
in b
y m
akin
g th
eir
acti
ons
cons
iste
nt w
ith
thei
r sel
f-pe
rcep
tion
s of
pro
fess
iona
lism
. In
oth
er w
ords
, ear
lych
ildh
ood
edu
cato
rs m
ust e
arn
th
e ri
ght
to b
e ca
lled
pro
fess
iona
l. A
n im
po
rtan
t ste
p in
th
at d
irec
tion
w
ould
be
to c
odif
y st
and
ard
s fo
r a
care
er l
add
er t
hat
ref
lect
dif
fere
nt
leve
ls o
f kn
owle
dge,
ski
lls,
an
d c
ompe
tenc
e. A
nd c
entr
al t
o th
at f
ram
e-
wor
k sh
ould
be
expe
ctat
ions
for a
prof
essi
onal
ori
enta
tion
for
thos
e w
ho
assu
me
diff
eren
t rol
es in
th
e ea
rly
chil
dhoo
d or
gani
zati
on.
Fro
m t
he
cent
er's
per
spec
tive
, th
e ag
enda
for
act
ion
is c
lear
. Whe
n pr
ofes
sion
alis
m i
s pr
omot
ed, t
each
ers
enga
ge i
n fr
eque
nt, c
onti
nuou
s,
and
pre
cise
tal
k ab
ou
t te
achi
ng p
ract
ice.
The
y pl
an,
desi
gn, r
esea
rch,
p
rep
are,
an
d e
valu
ate
teac
hing
mat
eria
ls to
geth
er. B
ut m
ost i
mp
ort
ant,
th
ey h
ave
buil
t in
org
aniz
atio
nal
mec
hani
sms
that
all
ow t
hem
to
reg
u-
larl
y re
flec
t on
thei
r pe
rfor
man
ce, e
valu
ate
feed
back
, an
d e
xam
ine
new
an
d a
lter
nati
ve p
ract
ices
. S
epar
atin
g pr
ofes
sion
al o
rien
tati
on c
once
ptua
lly
may
be
conv
enie
nt
for
met
hodo
logi
cal
purp
oses
an
d f
or g
ener
atin
g pr
ogam
mat
ic r
ecom
- m
enda
tion
s, b
ut i
t is i
mp
ort
ant n
ot to
loos
e si
ght o
fth
e dy
nam
ic in
tera
c-
tive
nat
ure
of
thes
e pe
rson
-env
iron
men
t var
iabl
es. I
n pr
acti
ce, t
hese
two
pers
pect
ives
of
prof
essi
onal
ori
enta
tion
cle
arly
int
erse
ct. T
he r
esul
ts o
f th
is s
tud
y p
rovi
de p
reli
min
ary
evid
ence
th
at b
oth
the
prof
essi
onal
or
ient
atio
n of
ind
ivid
uals
an
d th
eir
leve
l of
com
mit
men
t to
thei
r ce
nte
r ar
e in
flue
nced
by
the
degr
ee o
f pr
ofes
sion
alis
m p
rom
oted
in
the
wor
k en
viro
nmen
t. A
ddit
iona
l re
sear
ch i
s ne
eded
, how
ever
, to
bet
ter
un
der
- st
and
thi
s tl
yn
a~n
ic re
cipr
ocal
rel
atio
nshi
p be
twee
n w
orke
r an
d w
ork-
pl
ace
and
how
pro
gram
ad
min
istr
ator
s ca
n b
est
prom
ote
a st
ron
g
prof
essi
onal
ori
enta
tion
fro
m e
ach
pers
pect
ive.
Ref
eren
ces
Atl
c, W
. (19
82).
l'ro
fess
ion
aliz
atio
~~ and
its
i~n
pli
cati
ons fo
r th
e fi
eld
of c
:trl
y ch
ildh
ood.
Y
oung
Chi
ldre
n, 3
7 (3
), 2
5-32
. A
usti
n, D
. (19
81, F
all)
. For
mal
edu
cati
on p
repa
rati
on: T
he s
truc
tura
l pre
requ
isit
e to
th
e pr
ofes
sion
al s
tatu
s of
th
e ch
ild c
are
wor
ker.
Child C
are
@ca
rtu
rly,
10
(3),
250-
260.
Pau
la J
ord
e-B
loo
m
Ban
ner,
J. M
. (19
85, O
ctob
er 2
3). O
n tr
ansl
orm
ing
teac
hing
int
o a
tru
e pr
oles
sion
. Edu
cu-
twn
Wa?
k, 5
(a),
23.
B
ecke
r, T
. (19
75).
Dev
t!lo
pmen
t of
a p
rofe
ssio
nal
iden
tity
for
th
e ch
ild
care
wor
ker.
Chi
ld
Wet
fire
, 5, 4
21 -4
31.
Rer
k, L
. (19
86, S
um
mer
). R
elat
ions
hip
01 ca
regi
ver
edu
cati
on
to
chi
ld-o
rien
ted
atti
tud
es,
job
satis
T:~
ctio
rl, a
nd
I)c
ltav
iors
tow
ard
chil
dren
. Chi
ld C
are
Qti
urk
rly
, 14
, 10
3- 12
9.
Cal
clw
ell,
B. (1
983,
Mar
ch).
How
can
we
edu
cate
the
Am
eric
an p
ubli
c ab
ou
t th
e ch
ild c
are
prof
(,ss
ion?
You
ng C
hild
ren,
11 -
17.
C
arne
gie
For
um o
n E
duca
tion
an
d t
he
Eco
nom
y. (1
986)
. A n
atio
n p
rcyn
rerf
. N
ew Y
ork:
C
arne
gir
Tas
k F
orce
on
Tea
chin
g as
a P
rofe
ssio
n.
Cor
win
, R. G
. (1
905)
. I'ro
fess
iona
l p
erso
ns
in p
ubli
c or
gani
zati
ons.
Ed
uca
twn
alA
dn
~it
,is-
tr
alio
n Q
uart
erly
, 1, 1
9-28
. D
wor
kin,
A. G
. ( 1
987)
. Tea
cher
bu
rno
ut i
n th
pu
bli
csch
no
ls.
New
Yor
k: S
tate
ilni
vers
ity
of
New
Yor
k.
Etz
ioni
, A
. (E
d.)
. (l!
)li9
).
Tiu?
sem
i-pr
oJes
sion
s a
nd
thr
rir
org
aniz
atio
n.
New
Yor
k: F
ree
I'res
s.
Fer
guso
n, R
., &
Ang
lin,
J. (1
98
5,S
um
mer
).T
hec
hil
d c
are
prol
essi
on: A
visi
on l
or t
he
futu
re.
Chi
ltl C
tir(!
Q~
~(~
rlw
ly,
85-1
02.
Goo
dman
, I.,
Ijra
dy, .
I., &
Des
ch, B
. (19
87).
A c
mn
mit
mm
t lo
qlr
nlit
y: V
IE im
pac
t t!
fstn
le
supp
ltnn
ettl
a1,f
i~nr
ts on
Mns
sclc
huse
tls
Ileu
d S
latt
. N
ewto
n, M
A:
Edu
cati
on 1
)eve
lop-
m
ent
Cen
ter,
Inc
. ll
oule
, C. 0
. ( 1
981
). C
o?~
titt
uin
g lm
min
g in
the
prt$
essi
tms.
S
an F
ranc
isco
: Jos
scy-
Bas
s.
Hos
tetl
er, I
,. &
Klu
gman
, E. (
1982
, Sep
tem
ber)
. Ear
ly c
hild
hood
job
tit
les:
One
ste
p to
war
d pr
ofes
sion
al s
tatu
s. H
j~in
g Chi
ldre
n, 3
?(6
), 1
3-22
. Ja
long
o, M
. R. (
1 98
6, M
ay/J
une)
. Dec
isio
ns t
hat
afT
ect t
eact
~er
s'p
role
ssio
nal
tlev
elop
rnen
t.
Cli
ildh
ood
Etl
ztcn
tion
, 351
-356
. Jo
nes
, E. (
19
84
). T
rain
ing
indi
vidu
als:
In
the
clas
sroo
m a
nd
ou
t. I
n J.
Gre
enm
an a
nd
R.
Fuq
lra
(Etl
s.),
Mak
ing
flay
car
e b
etk
r(p
p. 1
87-2
01 ).
New
Yor
k: T
each
ers
Col
lege
I're
ss.
Jord
e, I)
. (1
982)
. Auo
idin
g b
un
tou
t: S
trat
egie
s fm
nbc
lnag
ing
tim
e, s
pu
ce c
~n
d
peop
le i
n
snrl
y c
hild
htm
d ed
ucat
icnt
. W
asll
ingt
on,
DC
: Acr
opol
is B
ooks
. Jo
rde,
1'.
( 19
82).
A~
wid
ing
burt
rout
: S
trat
egie
s fo
r m
anag
ing
tin~
c!, s
ptr
c:~
ant!
prt
y)lt
> in
ea
rly
clr
iltl1
rtx)
d sd
?tca
liun
. Was
llin
gton
, D
C: A
crop
olis
Roo
ks.
Jord
e-B
loom
, 1'.
(I9
8(i
). T
each
er jo
b sa
tisP
acti
on: A
lra
nlew
ork
Tor
anal
ysis
. Enr
l?/ C
ltil
tl-
htn
d R
estS
rrrc
~l~
Q
uurl
~.rl
g, 1
, 167
-1 83
. ,J
ortl
e-D
loom
, I).
(198
Ha)
. Clo
sing
th
e ga
p: A
n an
alys
is 0
1 ad
min
istr
ato
r an
d t
each
er p
er-
cep
tio
ns
01 o
rgan
izat
iona
l cli
mat
e in
ear
ly c
hild
hoot
l se
ttin
g. T
each
ing
arid
7kt
rclc
m
Etf
lict
ilio
n: A
rc It
itet
-t~a
licn
cnl Jt
mrn
al of
R
esea
rch
an
d S
tud
ies,
4 (
2),
11 1
-1 20
. Jo
rde-
Blo
orn,
1'.
(I9
88
t)).
Fac
tors
inf
luen
cing
ove
rall
job
sat
isfa
ctio
n an
d o
rgan
izat
iona
l co
rnm
itm
ent
in e
arly
chi
ldho
od w
ork
envi
ronm
ents
. Jo
urn
al of
R
esea
rch
in C
hild
- ho
od E
d?tc
o.ti
on, 3
(2),
107
-122
. Jo
rde-
Blo
om, P., &
For
d, M
. (1
988)
. Fac
tors
inf
luen
cing
ear
ly c
hild
hood
adm
inis
trat
ors;
de
cisi
ons
rega
rdin
g th
e ad
opti
on 0
1 co
mp
ute
r te
chno
logy
. .Jm
~n
zal of
Ed
wal
ion
trl
Ctn
pu
ti?c
y R
esea
rch,
4, 3
1-47
. Jo
rtlc
-l3l
oorn
, I).
( 19
90).
Tl~
e
cl~
ild
(:ar
ct c
rntc
r d
irec
tor:
I'ol
icy
~)t!
rspc
v.l.i
ves o
n in
c~,c
,:~
sing
rc
vlui
silc
! c)
uill
ilic
ntio
ns. f
itrl
g E
ducc
ilio
ti c
~n
d Iku
~lo
prr
~cr
til,
1(
:3),
186
-204
. K
agan
, S. I
,., &
(;l
cnno
n, 'I
'. (
1982
). C
onsi
deri
ng p
ropr
ieta
ry c
hil(
l car
e. In
E. Z
iglr
r an
t1 E
. C
ortl
on (
Etl
s.),
Day
cur
e: S
cien
tifi
c a
nd
pol
icy
issu
es (
pp
. 402
-4 1
2). B
osto
n: A
ubur
n II
ouse
1'u
blis
l)in
g C
ompa
ny.
Kal
ln,
A,,
Rr K
amer
~n:
in, S
. (19
87).
Day
Cr~
rc?:
Rtc
iny
the
hc~
rtl c~
hoic
~c~s
. Il
osto
n: A
ul)
~lr
n
Ilou
se I
'ubl
ishi
ng C
ompa
ny.
Kat
z, D
., &
Kah
n, R
. (19
78).
The
sosi
aL
psyc
holo
gyof
org
czni
rnti
o?rs
. Nrw
Yor
k: W
ilcy.
K
atz,
I,. G
. ( 1
984,
July
). T
he p
role
ssio
nal
earl
y ch
ildh
ood
teac
her
. You
ng C
'hild
i.tni
, 39
(b),
3-
10.
Kot
ltos
, S.,
& S
trcl
nmel
, A.
(19
88
). C
areg
iver
s' p
ercc
:pti
ons
of w
orki
ng c
on
dit
ion
s in
a
chil
tlca
re e
nvir
onm
ent.
Ew
ly C
hil
dh
md
Res
ecir
ch Q
iccr
ltrl
y, 3
, 77-
90,
Key
serl
ing,
M. D. (1
972)
. W
indo
urs on d
ay
car
e. N
ew Y
ork:
Nat
iona
l C
ounc
il 0
1 .J
ewis
h W
omen
.
Chi
ld &
You
th C
are.
Qua
rter
ly
Kre
l~ge
r, M
., L
auer
man
, R.,
Gra
ham
, M.,
& I
'ow
ell,
P. (
1986
, Spr
ing)
. Cli
arac
teri
stic
s an
d or
gani
zati
onal
com
mit
men
t of c
hild
and
you
th c
are
wor
kers
. C
hild
Car
e Q
uart
erly
, 15
, 60-
72.
I.ir
berm
an,
M. (
195
6). E
ciuc
!utio
tr u
s a
pro/
essi
on.
Eng
lew
ood
Clif
fs, N
.1: I'r
entic
e-H
all.
Lin
dsay
, I'.,
& L
inds
ay, C
. (19
87, S
umm
er).
Tea
cher
s in
pre
scho
ols
and
clri
ld c
are
cent
ers:
O
verl
ooke
d an
d un
derv
alue
d. C
hild
& Y
mcth
Car
e Q
uart
erly
, 1
6 (2
), 9
1-10
6.
I.cw
iri,
L. (
1931
). 1
4:nv
ironm
ent.a
l for
ces i
n cl
iild
bclia
vior
and
dev
elop
men
t. In
C. M
urch
ison
(E
d.),
A h
andb
ook
oJch
ild p
sy
ch
ok
~. W
orce
ster
, MA
: Cla
rk U
nive
rsity
Pre
ss.
Moo
s, R
. H. (
1976
). 7
7w h
um
an mM.
New
Yor
k: W
iley.
M
orga
n, G
. (1
987)
. ThL. n
atio
nal
stat
e of
chil
d ca
re r
egul
atio
n 19
86. W
ater
tow
n, M
A:
Wor
k/Fa
mil
y D
irec
tion
s, In
c.
Mow
day,
R.,
Ste
ers,
R.,
& P
orte
r, L
. (19
79).
The
mea
sure
men
t of
org
aniz
atio
nal c
omm
it-
men
t. J
aurn
al of
Voc
atio
nal B
eh
uw
, 14
, 224
-247
. N
atio
nal A
ssoc
iati
on f
or th
e E
duca
tion
of Y
oung
Chi
ldre
n. (1
984)
. NA
EY
Cpo
siti
on s
tate
- m
ent
on n
omen
clat
ure,
sal
arie
s, b
enef
its,
an
d t
he s
tutu
s of
the
earl
y ch
ildh
ood
prcf
essi
on.
Was
hing
ton,
DC:
NA
EYC
. N
atio
nal C
omm
issi
on o
n E
xcel
lenc
e in
Edu
cati
on. (
1983
).A
nat
ion
at risk: n
~ei
mp
erat
ive
fw e
dllc
atiu
nal r
qfor
m.
Was
hing
ton,
DC
: U.S
. Dep
artm
ent o
f E
duca
tion
. N
euge
baue
r, R
. (19
88, J
anua
ry).
How
's bu
sine
ss?
Sta
tus r
epor
t #4
on
for-
prol
it ch
ild
care
. C
hild
C(w
e Itl
fmat
ion
Exc
hang
e, 2
9-34
. O
rnst
ein,
A.
C.
(197
9, F
all)
. T
owar
d gr
eate
r te
ache
r pr
ofes
sion
alis
m.
Illi
nois
Sch
ools
Jo
urna
l, 5
9 (
3), 3
-13.
I'c
ttygr
ove,
W. B
., &(;
rcen
man
,,l.'l
'. (1
984)
.The
adu
lt w
orld
ofd
ay ca
re. I
n J.
Cre
enm
an a
nd
R. F
ugua
(E
ds.)
, Mak
ing
duy
care
bet
&
(pp.
84-
105)
. N
ew Y
ork:
Toa
cher
s C
olle
ge
I'res
s.
I'ctty
grov
e, W
., Whi
tebo
ok, M
., & W
eir,
M. (
1984
, Jul
y). R
esea
rch
repo
rt: B
eyon
d ba
bysi
ttin
g.
Cha
ngin
g th
e tr
eatm
ent
and
imag
e of
chi
ld c
areg
iver
s. b
un
g C
hild
ren,
14-
21.
I'hill
ips,
D.,
& W
hite
book
, M. (
1986
, M
ay).
Who
are
chi
ld c
are
wor
kers
? Y
oung
Chi
ldre
n,
14-2
0.
I'ow
ell,
D.,
& S
t.rem
mel
, A (
1988
, Apr
il).
79
~
relu
tiun
of
earl
y ch
ildh
ood
trai
ning
an
d
expe
rien
ce to t
he p
rofe
ssio
nal
deue
lopm
ent o
f ch
ild
care
wor
kers
. P
aper
pre
sent
ed a
t th
e an
nual
mee
ting
of t
he A
mer
ican
Edu
cati
on R
esea
rch
Ass
ocia
tion
, New
Orl
eans
. S
pode
k, R., S
arac
ho,O
.,&P
eter
s, D
. (E
ds).
(198
8). P
rt,S
essi
onal
ism
and
thee
urly
chil
dhoo
d pr
acti
tion
er.
New
Yor
k: T
each
ers
Col
lege
Pre
ss.
Tal
acch
i, S.
(19
60).
Org
aniz
atio
n si
ze,
indi
vidu
al a
ttri
bute
s an
d bc
havi
or:
An
empi
rica
l st
udy.
Adm
inis
trat
ive
scie
nce
Qua
rter
ly, 5,
398
-420
. W
hite
book
, M., H
owes
, C.,
Dar
rah,
R.,&
Fri
edm
an, J
. (19
82).
Car
ing
for t
he c
areg
iver
s: S
taff
bu
rnou
t in
chi
ld c
are.
In L
. Kat
z (E
d.),
Cur
rent
topi
cs i
n e
arly
chi
ldho
od e
duca
tion
, vo
l. 4
(PP
. 212
-235
). N
orw
ood,
NJ:
Abl
ex I
'ubl
ishi
ng.
Zir
isse
r, C
. ( 1
9Hfj)
. 11n
.1~ (:
(tre
k un
fair
bur
den:
Hm
ct lo
ul 7
rlcrg
t.s s7
cl)s
itliz
c! tr
1)rt
blic
smli
c:a
New
Yor
k: C
ente
r fo
r l'u
blic
Adv
ocac
y R
esea
rch.
Recommended