Date of Conferral

2022

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Dan Cernusca

Abstract

AbstractThe 2007 Head Start Reauthorization Act mandated that all Head Start teachers have at least an associate degree and 50% of teachers within each Head Start program should have a baccalaureate degree in early childhood education. The problem addressed in this study was that Head Start teachers from a Midwestern region encountered barriers as they pursued higher education to meet mandated requirements to continue employment. The purpose of this study was to explore the life experiences, barriers, coping strategies and views of support needed by Head Start teachers who were completing their degrees. Tinto’s academic and social integration model and Cookson’s interdisciplinary sequential specificity time allocation comprised the conceptual framework for this study. Research questions focused on life experiences, barriers, coping strategies, and support Head Start teachers need as nontraditional higher education students. A basic qualitative research design was used, and data were collected through interviews with nine Head Start teachers pursuing higher education. Data were analyzed in an iterative coding process and synthesized into five themes. Findings indicate that Head Start teachers use their life experiences, various types of support from family and colleagues, and various coping strategies to overcome the financial and life barriers they face while pursuing a higher education degree. The resulting project consisted of a white paper with recommendations for Head Start leaders focusing on the potential development of specific programs to support Head Start teachers in successfully pursuing a higher education degree. This project contributes to positive social change by enhancing awareness about the supports needed by Head Start teachers to successfully overcome life barriers and build effective coping strategies while pursuing higher education.

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