KINDERGARTEN TEACHERS’ KNOWLEDGE AND PERCEPTIONS OF EARLY LEARNING-RELATED SKILLS AND THEIR RELATIONSHIP TO ACADEMIC ACHIEVEMENT

Registration ID: IJNRD_300116

Published ID: IJNRD2409019

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CATHERINE F. MACARAEG

perception, academic achievement

Historically, the kindergarten curriculum emphasized social-emotional development including interpersonal and learning-related (L-R) skills (Logue, 2007). Since the implementation of No Child Left Behind (2002), the kindergarten curriculum has incorporated more academic standards and goals (Fantuzzo et al., 2007) thereby decreasing time to address L-R skills. A triangulation mixed methods design was utilized to investigate pre-NCLB to post-NCLB kindergarten teachers’ perceptions of the effect of L-R skills on academic achievement. A sample (N=97) of certified kindergarten teachers with one or more years of kindergarten experience was administered surveys. Concurrently, 30 participants from the larger sample participated in the qualitative (individual interviews) phase of the study. It was hypothesized that all teachers would rate L-R skills as precursors to academic achievement; however, pre-NCLB teachers would rate L-R skills as more important than their peers. The quantitative results suggested that there were no difference in kindergarten teachers’ perceptions of the importance of L-R skills. There also were no significant differences in how kindergarten teachers rated the importance of school readiness skill constructs (L-R, interpersonal, academic). However, when asked to rank these skills regarding importance, there were significant differences between the two groups with pre-NCLB teachers identifying interpersonal skills as more important to school readiness than post-NCLB teachers and post-NCLB teachers indicating academic skills as more important than pre- NCLB teachers. No significant differences were found between the groups in regards to teachers’ beliefs about achievement or teacher efficacy. Qualitative data revealed level 2 codes (follows directions, listens, sits still, stays on task, works cooperatively in groups, tells needs and thoughts, motivation) describing the L-R skills that teachers identified as important for school readiness. Nine level 2 codes (builds confidence and motivation, foundation, helps access kindergarten curriculum, head start, increase learning capacity, not a determining factor, puts them behind, rate of learning, supports classroom management) emerged to describe teachers’ perceptions of L-R skills effects on academic achievement. Qualitative findings also revealed possible explanations for the lack of significance found between these two groups regarding the importance of L-R skills.

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CATHERINE F. MACARAEG (September-2024). KINDERGARTEN TEACHERS’ KNOWLEDGE AND PERCEPTIONS OF EARLY LEARNING-RELATED SKILLS AND THEIR RELATIONSHIP TO ACADEMIC ACHIEVEMENT. INTERNATIONAL JOURNAL OF NOVEL RESEARCH AND DEVELOPMENT, 9(9), a188-a197. https://ijnrd.org/papers/IJNRD2409019.pdf

Volume 9 Issue 9, September-2024

Pages : a188-a197

Paper Reg. ID: IJNRD_300116

Published Paper Id: IJNRD2409019

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Country: LINGAYEN, PANGASINAN, Philippines

Published Paper PDF: https://ijnrd.org/papers/IJNRD2409019.pdf

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Journal Name: INTERNATIONAL JOURNAL OF NOVEL RESEARCH AND DEVELOPMENT(IJNRD)

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