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.
Recommended Citation
Machado, Sara Ann, "Preschool Teacher Perspectives of Crisis Preparedness" (2020). Walden Dissertations and Doctoral Studies. 9178.
https://scholarworks.waldenu.edu/dissertations/9178
