Date on Master's Thesis/Doctoral Dissertation


Document Type

Doctoral Dissertation

Degree Name

Ph. D.

Department (Legacy)

Department of Leadership, Foundations, and Human Resource Education

Committee Chair

Evans-Andris, Melissa

Committee Co-Chair (if applicable)

Carpenter, Bradley Wayne

Committee Member

Tretter, Thomas

Committee Member

Jean-Marie, Gaetane


Kindergarten teachers--Kentucky--Attitudes; Preschool teachers--Kentucky--Attitudes; Readiness for school


In this study, the researcher considered educator perceptions of child readiness for school and school readiness for children conceptualized within the central constructs of the ready child and the ready school. The skills and abilities that children bring to the school are equally as important as the services and supports that the school brings to the child. The researcher’s intention in conducting this study was to investigate whether the differences existed in perceptions about ready child and ready school indicators and the implementation of ready school practices between educators working in successful schools and educators working in less successful schools. A nonexperimental, quantitative design was employed with cross-sectional data analysis of educator perceptions collected through a survey. The analytical procedures included correlational analyses and nonparametric statistical tests. The sample consisted of 185 Kentucky educators who included 43 principals, 82 Kindergarten teachers, and 60 preschool teachers. The selection was intentional to ensure that the educators represented schools with scores above the state average (ASA) and schools with scores below the state average (BSA) on the 2011–2012 Kentucky Performance Rating for Educational Progress (K-PREP). The researcher found significant differences between the ASA and BSA educator (a) rankings of ready child indicators of health and physical well-being and approaches to learning; (b) rankings of the ready school indicator transition; and (c) rating of the teacher ready school practices. The findings suggest that school leaders, including staff, should consider examining their perceptions of the ready child and ready school, and the implementation of ready school practices to ensure that every child who enters Kindergarten has optimal learning opportunities for successful school experiences.