Preschool teachers’ engagement in professional development: Frequency, perceived usefulness, and relationship with self-efficacy beliefs

Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/18955

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DC Field	Value	Language
dc.contributor.author	Munez, David	-
dc.contributor.author	Bautista, Alfredo	-
dc.contributor.author	Khiu, Ellyn	-
dc.contributor.author	Keh, Jun-Sheng	-
dc.contributor.author	Bull, Rebecca	-
dc.date.accessioned	2017-08-08T01:32:23Z	-
dc.date.available	2017-08-08T01:32:23Z	-
dc.date.issued	2017	-
dc.identifier.citation	Múñez, D., Bautista, A., Khiu, E., Keh, J. –S., & Bull, R. (2017). Preschool teachers’ engagement in professional development: Frequency, perceived usefulness, and relationship with self-efficacy beliefs. Psychology, Society, & Education, 9(2), 181-199. https://doi.org/10.25115/psye.v9i2.655	en
dc.identifier.uri	http://hdl.handle.net/10497/18955	-
dc.language.iso	en	en
dc.title	Preschool teachers’ engagement in professional development: Frequency, perceived usefulness, and relationship with self-efficacy beliefs	en
dc.type	Article	en
dc.identifier.doi	10.25115/psye.v9i2.655	-
local.message.claim	2022-10-26T10:45:00.695+0800\|\|\|rp00265\|\|\|submit_approve\|\|\|dc_contributor_author\|\|\|None	*
item.openairecristype	http://purl.org/coar/resource_type/c_18cf	-
item.fulltext	With file	-
item.grantfulltext	Open	-
item.languageiso639-1	en	-
item.cerifentitytype	Publications	-
item.openairetype	Article	-
Appears in Collections:	Journal Articles

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