Degree Name

EdD (Doctor of Education)

Program

Educational Leadership

Date of Award

5-2017

Committee Chair or Co-Chairs

Virginia P. Foley

Committee Members

Don Good, John Boyd, L. Kathryn Sharp

Abstract

The design method for this study was non-experimental quantitative. The survey was distributed via email to Kindergarten teachers in two Northeastern Tennessee school districts. There were 69 Kindergarten teachers who responded to the survey. The study revealed that Kindergarten teachers perceive that gender, socioeconomic status, and preschool experience have a significant impact on student readiness for school. Chronological age was not perceived to have an impact on student readiness for school to a significant extent. Kindergarten teachers perceived that preschool experience has the greatest impact on student readiness for school when asked to rank the order of impact from greatest to least. Chronological age was perceived to have a greater impact on student readiness for school than either socioeconomic status or gender.

Document Type

Dissertation - Open Access

Copyright

Copyright by the authors.

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