Date of Conferral

2020

Degree

Ph.D.

School

Education

Advisor

Patricia N. Anderson

Abstract

The purpose of this study was to understand the perspectives of preschool teachers

regarding school-based emergency planning in independently funded childcare centers.

Current research has investigated perspectives of crisis preparedness by a variety of

school staff but has not yet included the extent to which preschool teachers feel prepared

to handle a school crisis event. This study was based on the integrated model of school

crisis preparedness and intervention proposed by Jimerson, Brock, and Pletcher. This

study examined how preschool teachers describe the effect of crisis preparedness drills

and training on their ability to handle school crisis events prior to, during, and following

a center crisis. Interview data for the study were gathered during one-on-one interviews

conducted with 15 preschool teachers working in independently funded childcare centers.

Preschool teachers indicated that some aspects of crisis preparedness drills and training

have increased their ability to handle school crisis events while other aspects appear

insufficient, both in anticipation of and during a real emergency. Participants indicated

positive perspectives of their ability to provide some medical and psychological

interventions to young children following a crisis event. The teachers indicated negative

perspectives of preparedness for long term recovery measures at preschool centers

following a crisis event. Results from the study may inform preschool center directors

about the type of training that preschool teachers have, want, and need in order to best

prepare these teachers to respond to a school crisis event, and thereby keep children safe.

Share

 
COinS