An Examination of Kindergarten Readiness Perceptions from Prekindergarten Teachers, Kindergarten Teachers, and Parents: A Quantitative Study of Kindergarten Readiness Perceptions

Author

Angela Cross

Date of Award

2017

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Committee Chair

Stephen Laws

Abstract

This study examined the perceptions of kindergarten readiness for kindergarten teachers, public prekindergarten teachers in both public and private settings, and parents. Data were collected and analyzed through a quantitative method using an inferential approach. A Likert-style survey was distributed to current kindergarten teachers, prekindergarten teachers, and parents; and the data were analyzed using Statistical Package for the Social Sciences (SPSS). The data collected from the surveys indicated differences in kindergarten readiness perceptions in the areas of social/emotional skills, literacy skills, and communication between kindergarten parents and teachers and between public and private prekindergarten participants. There were also differences in kindergarten readiness perceptions based on the age of the participants. The study concluded that these differences in kindergarten readiness perceptions have an impact on public education programs, and the success of public school students effects the communities in which they reside.

Creative Commons License

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Citation Information

Cross, Angela, "An Examination of Kindergarten Readiness Perceptions from Prekindergarten Teachers, Kindergarten Teachers, and Parents: A Quantitative Study of Kindergarten Readiness Perceptions" (2017). Education Dissertations and Projects. 239.
https://digitalcommons.gardner-webb.edu/education_etd/239