Date of Conferral
Doctor of Education (Ed.D.)
AbstractMany young children enter preschool programs exhibiting challenging behaviors and are suspended from preschool at a rate 3 times more than K–12 students. Many preschool students who need help are instead suspended or expelled. The purpose of this basic qualitative study was to explore private preschool teachers’ perspectives on past or existing professional development opportunities related to children with challenging behaviors and the resources/professional development needed to support these students. Knowles’ theory of andragogy served as the conceptual lens for this study. Interview questions were developed to elicit in-depth participant responses to answer the two research questions on preschool teachers’ perspectives on past or existing professional development opportunities and the resources/professional development needed to support students with challenging behaviors. Data were collected from interviews with seven preschool teachers purposively selected from private schools and open coded to identify themes amongst their experiences. The following themes were identified from the analysis of the data: teacher lack of knowledge and information on how to manage challenging behavior is a motivation to seek help, adult learners attend professional development based on their need and view professional development based on how they can apply the new strategies, and professional development desired by teachers directly related to and focused on students with challenging behaviors. This study can lead to positive social change by drawing attention to the strengths and gaps in professional development.
Uche, Obioma Ijeoma, "Preschool Teachers’ Perspectives of Professional Development Related to the Management of Challenging Behaviors" (2021). Walden Dissertations and Doctoral Studies. 10319.