Challenges in Improving Private Early Childhood Program Quality in Trinidad and Tobago from the Perspectives of Program Administrators

Autor/in	King Oliver, Elizabeth
Titel	Challenges in Improving Private Early Childhood Program Quality in Trinidad and Tobago from the Perspectives of Program Administrators
Quelle	(2023), (156 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-7578-9
Schlagwörter	Hochschulschrift; Dissertation; Foreign Countries; Early Childhood Education; Private Schools; Administrator Attitudes; Barriers; Cooperation; Educational Finance; Educational Quality; Training; Educational Improvement; Trinidad and Tobago + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Private school; Privatschule; Co-operation; Kooperation; Bildungsfonds; Quality of education; Bildungsqualität; Ausbildung; Teaching improvement; Unterrichtsentwicklung; Trinidad und Tobago
Abstract	In 2003, the Trinidad and Tobago Ministry of Education recommended that the early childhood care and education sector be regulated to improve the quality of programs. The problem is that the sector remains unregulated, and improving program quality in the private sector remains a challenge. This basic qualitative study examined private early childhood program administrators' perspectives on challenges to improve program quality in Trinidad and Tobago. The research questions investigated the challenges private early childhood program administrators encountered in improving program quality and support needed for improvement. Ten purposively sampled private early childhood program administrators shared their perspectives. The conceptual framework that guided this study was Hersey and Blanchard's situational leadership theory. Semistructured interviews were used to collect data and analysis was conducted using coding and thematic analysis. Three themes emerged from the data: (a) limited collaboration, (b) lack of finances presents challenges in improving program quality, and (c) training opportunities are needed to improve program quality. The research findings have implications for positive social change, as the results can be used to develop strategies or change policies based on identified challenges and needed support to improve program quality benefiting preschool children in Trinidad and Tobago. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01