Degree Name
EdD (Doctor of Education)
Program
Educational Leadership
Date of Award
12-2025
Committee Chair or Co-Chairs
Virginia Foley
Committee Members
John Boyd, William Flora
Abstract
The purpose of this study was to identify the perceptions of educators with respect to student enrollment in voluntary pre-kindergarten classes provided through the Tennessee Department of Education in public schools. The data collection strategy used to gain teacher perspectives was through conducting one-on-one interviews with 15 educators in three Tennessee school districts. To qualify for the study, teachers must have been teaching in kindergarten classrooms that receive students who had previously been enrolled in the school’s pre-kindergarten program. Data collection and analysis were based on the Grounded Theory approach which uses data that is systematically gained and analyzed to provide relevant predictions, explanations, and interpretations (Glaser & Strauss, 1967). The results revealed 5 key themes that were consistent among educators participating in the interviews and their perceptions: (a) behavioral readiness, (b) academic readiness, (c) social-emotional readiness, (d) quality instruction, and (e) transition to kindergarten.
Document Type
Dissertation - unrestricted
Recommended Citation
Taylor, Kimberly, "Teacher Perceptions of the Effectiveness of Voluntary Pre-Kindergarten Attendance" (2025). Electronic Theses and Dissertations. Paper 4611. https://dc.etsu.edu/etd/4611
Copyright
Copyright by the authors.
Included in
Early Childhood Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Elementary Education Commons
