Date of Award
5-1-2008
Degree Type
Dissertation
University or Center
Clark Atlanta University(CAU)
School
School of Arts and Sciences
Degree Name
Ed.D.
Department
Educational Leadership
First Advisor
Dr. Trevor Turner
Second Advisor
Dr. Moses Norman
Third Advisor
Dr. Sheila Gregory
Abstract
The study examines the relationship between preschool teacher qualifications, preschool teacher accountability, and it impact on kindergarten readiness in Atlanta, Georgia. The independent variables are preschool teacher work setting, teacher qualifications, teacher professional development, and teacher accountability. The dependent variable is the degree to which the indicator of kindergarten readiness as measured by the Rrisance Screening Instrument. A quantitative survey was distributed to one hundred teachers of four-year-old students in Atlanta, Georgia. Sixty-two teachers of four-year-old students responded via U.S. mail. The results of the study indicate there is a statistically significant relationship between teacher's professional developn~enta nd teacher's accountability to the site administrators. There is also a significant relationship between teachers' professional development and teachers' accountability to central office!state department. Also, there is a significant relationship between teachers' professional development and teachers' accountability to parents. Based upon the results of this study, it is recommended that preschool teachers be afforded the opportunities for professional development. Administrators should expect documents and inspect teaching practices to ensure students are ready for kindergarten.
Recommended Citation
Austin, Patrice Monique, "Student achievement in relationship to the impact of preschool teacher qualifications and teacher accountability on kindergarten readiness in Atlanta, Georgia" (2008). ETD Collection for Robert W. Woodruff Library, Atlanta University Center. Paper 5.
http://digitalcommons.auctr.edu/dissertations/5