Problems of Prekindergarten Teachers [microform] : A Basis for Examining Teacher Education Practices / John M. Johnston

A study was conducted to enable a comparison to be made of prekindergarten and kindergarten through 12th-grade teachers' perceptions of work-related problems. In the first phase of the study, copies of an inventory entitled "My Biggest Problem Today" were sent to both national and state (Wisconsin) samples of prekindergarten programs. The problem inventory asked personnel to describe, on each of 10 working days, the problem that caused them the most concern or difficulty. Synthesis of the problem accounts resulted in 102 unique problem statements, which were subsequently used to construct a Prekindergarten Teacher Problems Checklist. In the seond phase of the study, checklists were sent to other Wisconsin and national samples. Factor analysis of checklist responses identified seven problem areas: subordinate staff relations, control and nurturance of children, remediation, relations with supervisors, parent cooperation, management of time, and management of routine. Comparison of findings with research on kindergarten through 12th-grade teachers' problems suggested four areas of difference: Prekindergarten teachers express important unmet needs with respect to (1) supervision of subordinate staff, (2) relations with parents regarding compliance with program policies and procedures, (3) relations with supervisors, and (4) management of routines. Implications of the findings for early childhood teacher education are indicated. (RH)