A Quantitative Study of Kindergarten Teachers’ Perspectives of Kindergarten Readiness Indicators

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D)

Department

Curriculum and Instruction

Date of Award

5-22-2024

Abstract

The purpose of this study is to examine the perceptions of kindergarten teachers concerning the skills that demonstrate the five components of readiness as organized by the National Education Goals Panel (NEGP) and to identify which skills kindergarten teachers believe are most important for students to be successful. In November 2023, 136 kindergarten teachers employed in the North Texas school district were invited to take the survey. The final study consisted of 23 participants. The DeSiato Kindergarten Teacher Perception Student Readiness Survey (DeSiato, 2004) was used with some modifications. Findings reveal a minimal 0.5 difference between the highest and lowest mean scores, suggesting relative parity among domains. Notably, social-emotional development ranked highest, while gross and fine motor development, although slightly lower, remained closely aligned. Language development approaches toward learning and cognitive and general knowledge also demonstrated a marginal 0.1 difference in mean scores. Within gross and fine motor development, participants identified a child's proficiency in using a pencil and copying specific letters as crucial, while throwing a beanbag into a container was rated the least important indicator. Social and emotional development's highest-ranking indicators were a child's ability to follow directions and refrain from disrupting class, surpassing listening to others' points of view by 0.7 points. Approaches towards learning highlighted the perceived importance of persistence and task completion, with minimal emphasis on attentiveness, curiosity, and reflection.

Advisor

Tami Morton

Subject Categories

Education | Elementary Education

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