A comparison of the performance and importance ratings on intervention practices of preschool and elementary school educators in Thailand

Abstract

The objectives of the present study were: (a) to compare the performance ratings on five aspects of intervention practices as determined by preschool educators to the performance ratings as determined by elementary school educators, (b) to compare the importance ratings on five aspects of intervention practices as determined by preschool educators to the importance ratings as determined by elementary school educators, (c) to determine if importance ratings are significantly higher than performance ratings. Questionnaires were employed to collect the data from preschool and elementary school educators in Thailand. It was found that there was no significant difference between preschool educators’ and elementary school educators’ ratings of their performance in any of the five aspects of intervention practices (p > 0.05). There was a significant interaction between educators (preschool vs elementary) and aspects of intervention (p < 0.05), with preschool educators rating developmentally appropriate interventions higher than elementary school educators, whereas elementary school educators rating environmentally appropriate intervention higher than preschool educators. Finally, each group of educators rated importance significantly higher than performance in each of the five aspects of intervention.

A holistic approach to school-based counselling and guidance services in Malaysia

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