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A study of the influence of selected demographic variables on the perceptions of teachers regarding success of students in kindergarten.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	A study of the influence of selected demographic variables on the perceptions of teachers regarding success of students in kindergarten./
Author:	Walters, Nicole.
Description:	1 online resource (115 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 70-10, Section: A.
Contained By:	Dissertations Abstracts International70-10A.
Subject:	School administration. -
Online resource:	click for full text (PQDT)
ISBN:	9780549654612

A study of the influence of selected demographic variables on the perceptions of teachers regarding success of students in kindergarten.
Walters, Nicole.

A study of the influence of selected demographic variables on the perceptions of teachers regarding success of students in kindergarten. - 1 online resource (115 pages)

Source: Dissertations Abstracts International, Volume: 70-10, Section: A.

Thesis (Ed.D.)--Texas Southern University, 2007.

Includes bibliographical references

The purpose of this study was to examine the influence of selected demographic variables on the perceptions of teachers regarding the success of students in kindergarten. Specifically, the focus of this study was concerned with the effect of the variables ethnicity (ethnic minority and non-ethnic minority), age (35 years of age or less and 36 of age or more), and years of teaching experience in early childhood education (more than 5 years or less than 5 years), independently and combined, on academic performance, language awareness, interpersonal skills (peer relationships), social skills, and self-control. A survey design was employed in this investigation to collect and analyze the data. The sample population for the study consisted of 220 early childhood teachers employed at a large urban school district located in the southeast region of Texas. Survey participants were administered the Teachers' Perception of Student Success in Kindergarten Survey (TPKSS). They first gave demographic information and then responded to 27 sub-scaled questions related to academic performance, language awareness, interpersonal skills (peer relationships), social skills, and self-control. Using The Three Way Analysis of Variance to analyze all data formulated for this study, the researcher examined the interaction effects of the independent variables separate and in combination on the perceptions of early childhood teachers regarding success of students in kindergarten. Hypotheses generated for this study were tested at the .05 level of significance or better. Based on the findings derived from this empirical study, the following conclusions were reached: (1) Teachers with more than 5 years of teaching experience in early childhood education held more favorable perceptions of the language awareness component with respect to students in kindergarten. (2) Non-ethnic minority teachers 36 years of age or more held more favorable perceptions of the self-control component with respect to students in kindergarten. (3) Ethnic minority and non-ethnic minority teachers both held similar perceptions of language awareness, interpersonal skills (peer relationships), social skills and self-control with respect to students in kindergarten.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9780549654612Subjects--Topical Terms:

1180066
School administration.
Subjects--Index Terms:

DemographicIndex Terms--Genre/Form:

554714
Electronic books.

A study of the influence of selected demographic variables on the perceptions of teachers regarding success of students in kindergarten.
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520 $a The purpose of this study was to examine the influence of selected demographic variables on the perceptions of teachers regarding the success of students in kindergarten. Specifically, the focus of this study was concerned with the effect of the variables ethnicity (ethnic minority and non-ethnic minority), age (35 years of age or less and 36 of age or more), and years of teaching experience in early childhood education (more than 5 years or less than 5 years), independently and combined, on academic performance, language awareness, interpersonal skills (peer relationships), social skills, and self-control. A survey design was employed in this investigation to collect and analyze the data. The sample population for the study consisted of 220 early childhood teachers employed at a large urban school district located in the southeast region of Texas. Survey participants were administered the Teachers' Perception of Student Success in Kindergarten Survey (TPKSS). They first gave demographic information and then responded to 27 sub-scaled questions related to academic performance, language awareness, interpersonal skills (peer relationships), social skills, and self-control. Using The Three Way Analysis of Variance to analyze all data formulated for this study, the researcher examined the interaction effects of the independent variables separate and in combination on the perceptions of early childhood teachers regarding success of students in kindergarten. Hypotheses generated for this study were tested at the .05 level of significance or better. Based on the findings derived from this empirical study, the following conclusions were reached: (1) Teachers with more than 5 years of teaching experience in early childhood education held more favorable perceptions of the language awareness component with respect to students in kindergarten. (2) Non-ethnic minority teachers 36 years of age or more held more favorable perceptions of the self-control component with respect to students in kindergarten. (3) Ethnic minority and non-ethnic minority teachers both held similar perceptions of language awareness, interpersonal skills (peer relationships), social skills and self-control with respect to students in kindergarten.
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