Date of Conferral

2023

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Donna M. Brackin

Abstract

AbstractResearchers have found young children’s academic skills and life outcomes are correlated to teachers’ postsecondary education. Despite this, 60% of infant/toddler-PK4 teachers who work in center-based settings in the District of Columbia do not have postsecondary education beyond the high school level. The purpose of this basic qualitative study was to explore the perspectives of infant/toddler-PK4 teachers from the District of Columbia working in center-based settings on the challenges of attaining an associate degree in early childhood education and the support needed throughout the process. Guided by Lewin’s three-step model of change theory, the perspectives of 12 participants with a minimum of 3 years of experience as infant/toddler PK4 teachers and were pursuing postsecondary education were examined. The research questions addressed the challenges of attaining an associate degree in early childhood education from a postsecondary accredited institution as mandated by Office of the State Superintendent of Education and the type of support they needed through the process. Data were collected from semistructured interviews and were analyzed through open and axial coding, creating categories, and theme development. The key findings related to participants’ challenges with technology, navigating the college system, language barriers, college readiness, and limited college support and guidance. These findings have implications for positive social change by providing the Office of the State Superintendent of Education, policymakers, and universities with a deeper understanding of teachers’ challenges and the support they need to attain an early childhood degree to redesign policy and EC practices and to work together to implement a culture of professionalization that is inclusive of all its stakeholders.

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