Author ORCID Identifier

https://orcid.org/0000-0001-6533-0543

Date Available

8-2-2024

Year of Publication

2024

Degree Name

Doctor of Philosophy (PhD)

Document Type

Doctoral Dissertation

College

Education

Department/School/Program

Early Childhood, Special Education, and Counselor Education

First Advisor

Dr. Jennifer Grisham

Abstract

Research has shown follow-up to be an important component for professional development (PD) to result in teacher behavior change. However, PD rarely includes follow-up support. This pilot study used multiple methods to determine the feasibility of Head Start (HS) directors providing teachers PD follow-up support. Two aspects of feasibility were examined. Practical feasibility was based on whether the directors could master the procedure for providing PD follow-up support and whether they had time to provide PD follow-up support. Social validity feasibility was measured as the acceptability of the procedures and the likelihood of directors continuing to use the protocol prescribed in the study.

Four director and three teachers under the supervision of each director participated in the study. The directors observed each teacher for 5 min and provided follow-up support for teacher behavioral objectives presented during a required HS PD. The primary research question was what type of supports do HS directors need to provide teacher follow-up support with procedural fidelity? These data were collected via direct observation of HS directors. A nonconcurrent multiple baseline single case design was analyzed to answer this question. All directors achieved mastery criterion following a training which included brief coaching.

Pre- and post-study survey data were collected regarding director-teacher professional relationships pre- and post-study, acceptability of study procedures, and directors’ intentions to continue using the study protocol to support teachers. Director-teacher relationships were positive both before and after the study. Teachers who identified as being a different race than their directors reported slightly better relationships with their directors. Directors and teachers found study procedures acceptable, and directors reported they would continue to use the study protocol to support teachers. The directors in this study had experience collecting teacher data and supporting teachers. All the teachers engaged in the behavioral objective during observations. Future research should include a large sample that is more representative of early childhood education professionals.

Digital Object Identifier (DOI)

https://doi.org/10.13023/etd.2024.310

Funding Information

This study was supported by the Arvle and Ellen Turner Thacker Endowment Fund, awarded by the University of Kentucky College of Education.

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