Head Start Teacher Values and Perceptions Impacting the Classroom: A Qualitative Study

Autor/in	Rodriguez, Sardis Susana
Titel	Head Start Teacher Values and Perceptions Impacting the Classroom: A Qualitative Study
Quelle	(2019), (196 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, California State University, Fullerton
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-0856-5166-0
Schlagwörter	Hochschulschrift; Dissertation; Disadvantaged Youth; Preschool Education; Preschool Teachers; Teacher Attitudes; Values; Barriers; Teacher Persistence; Faculty Development; Teacher Influence + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Benachteiligter Jugendlicher; Pre-school education; Vorschulerziehung; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Lehrerverhalten; Wertbegriff
Abstract	Head Start teachers are central to providing constructive adult-child interactions that prepare preschool-age students for school and future successes. The qualitative study included interviews with teachers and explored teacher values, teacher perception of the organization, and teacher well-being in regards to improving student outcomes. Creating an understanding of the Head Start teacher setting will give educators and administrators an opportunity to transform the early childhood educational experience for the better. Findings demonstrated teachers have child-centric values that lead to perseverance in the classroom and overcoming administrative obstacles. Furthermore, teachers identified barriers to delivering high-quality adult-child interactions on a consistent basis in the classroom. The barriers shared included having two rather than three teachers in the classroom, facing three annual Desired Results Developmental Profile (DRDP) child assessments rather than the state-required two, and addressing structural inefficiencies within the organization. Additionally, lack of access to high-quality and effective professional development was not conducive to continuous learning. Organizations must give teachers the opportunity to attend robust trainings on an ongoing basis to increase the sustainability of the Head Start program and improve the teacher experience. Finally, teachers in organizations that promoted teacher involvement in leadership teams had a more positive perspective regarding their value in decision-making and within in the organization. Teachers advocating for themselves in leadership develops buy-in in decision-making and ensures the program's curricula, strategies, and policies are implemented consistently. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01