Kindergarten Teachers' Perceptions of the Indiana Professional Standards Board's Early Childhood Teacher Standards

Author

Wonim Son, Indiana State University

Date of Award

Fall 12-1-2004

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Curriculum, Instruction, and Media Technology

First Advisor

David Hofmeister

Second Advisor

Karen Chia-Yu Liu

Third Advisor

David M. Memory

Abstract

This study is intended to investigate kindergarten teachers' perceptions of the importance of the 63 IPSB early childhood teacher performances in the classroom and in preparation programs for future early childhood teachers. The survey questionnaire was distributed to a randomly selected group of 200 kindergarten teachers. The response rate was 25%. Statistical analysis of the data included descriptive analysis and the Pearson product-moment correlation. Four research questions were addressed in this research study. 1. Is there a relationship between years of experience of kindergarten teachers and their perceptions of the importance of the IPSB early childhood teacher performance indicators in their own classrooms? 2. Is there a relationship between years of experience of kindergarten teachers and their perceptions of the importance of the IPSB early childhood teacher performance indicators in preparation programs for future early childhood teachers? 3. Is there a relationship between amount of educational preparation of kindergarten teachers and their perceptions of the importance of the IPSB early childhood teacher performance indicators in their own classrooms? 4. Is there a relationship between amount of educational preparation of kindergarten teachers and their perceptions of the importance of the IPSB early childhood teacher performance indicators in preparation programs for future early childhood teachers? Findings revealed that there were not statistically significant correlations for the first, third, and fourth research questions. However, there was a statistically significant correlation for the second research question. In addition to the four research questions, through descriptive statistics, the mean importance rating on each of the 63 performance indicators revealed that in relation to current practice and recommended preparation of future early childhood teachers, kindergarten teachers believe it is of the highest importance that they model respect for all individuals.

Recommended Citation

Son, Wonim, "Kindergarten Teachers' Perceptions of the Indiana Professional Standards Board's Early Childhood Teacher Standards" (2004). All-Inclusive List of Electronic Theses and Dissertations. 3670.
https://scholars.indianastate.edu/etds/3670