Teacher Perceptions of Head Start Preschool Programs in an Urban Public School

Teacher Perceptions of Head Start Preschool Programs in an Urban Public School District by Salvador Perez MA, Chicago State University, 2003 BS, Northeastern Illinois University, 1996 Doctoral Research Submitted in Fulfillment of the Requirements for the Degree of Doctor of Education Walden University November 2017 Abstract An initiative to coordinate early learning programs across a major city in the Midwestern United States was undertaken in 2013. The opinions of teachers regarding effects on instruction and children were not included in the development and implementation of the program. This omission is important because multiple scholars have pointed to the benefits and need of including stakeholders’ perspectives in program development. The purpose of this study was to explore preschool teachers' experiences and perspectives of this initiative using a qualitative bounded instrumental case study design. Fullan’s theory of educational change served as the framework of this study. Nine preschool teachers, who worked full-time in the Head Start-RTL initiative, volunteered to participate in individual semistructured interviews. Data were analyzed using open coding and thematic analysis. The findings revealed 3 themes: programs and services, initiative administration and processes, and initiative resources. Within each theme, participants identified benefits, challenges, and ideas for improvement, including increased administrative and financial support, streamlined processes, and freedom to individualize curriculum to meet the needs of a diverse student body. It is recommended that teachers’ perspectives and their experiences with this initiative be used in planning and implementing changes needed to improve the current program. These endeavors by school district personnel may contribute to positive social change by reducing duplicated administration demands on preschool teachers, who, in turn, could devote more time to instruction and interaction with young children, resulting in improved quality of preschool services and positive outcomes for preschool children and their families.An initiative to coordinate early learning programs across a major city in the Midwestern United States was undertaken in 2013. The opinions of teachers regarding effects on instruction and children were not included in the development and implementation of the program. This omission is important because multiple scholars have pointed to the benefits and need of including stakeholders’ perspectives in program development. The purpose of this study was to explore preschool teachers' experiences and perspectives of this initiative using a qualitative bounded instrumental case study design. Fullan’s theory of educational change served as the framework of this study. Nine preschool teachers, who worked full-time in the Head Start-RTL initiative, volunteered to participate in individual semistructured interviews. Data were analyzed using open coding and thematic analysis. The findings revealed 3 themes: programs and services, initiative administration and processes, and initiative resources. Within each theme, participants identified benefits, challenges, and ideas for improvement, including increased administrative and financial support, streamlined processes, and freedom to individualize curriculum to meet the needs of a diverse student body. It is recommended that teachers’ perspectives and their experiences with this initiative be used in planning and implementing changes needed to improve the current program. These endeavors by school district personnel may contribute to positive social change by reducing duplicated administration demands on preschool teachers, who, in turn, could devote more time to instruction and interaction with young children, resulting in improved quality of preschool services and positive outcomes for preschool children and their families. Teacher Perceptions of Head Start Preschool Programs in an Urban Public School District by Salvador Perez MA, Chicago State University, 2003 BS, Northeastern Illinois University, 1996 Doctoral Research Submitted in Fulfillment of the Requirements for the Degree of Doctor of Education Walden University November 2017 Dedication This study is dedicated to all the young scholars that we serve with the hope of participating in the creation of a more child-centered, responsive, practice. It is also dedicated to the driving force in my life which is my family: my best half, Cristina; our princesses: Montserrat, Layeni and Hani; our boys Eros and Emanuel; my dad (who always had faith on me) my brother and sisters. Thanks for all your LOVE, support, and comprehension. Acknowledgments To all the Walden professors and support personnel my deepest gratitude for all your patience and support. Especial thanks to Dr. Anderson for the numberless, rigorous, and precise revisions and the kind but firm encouragement.