Pre-K Teachers' Perspectives on Universal Pre-K Expansion: An Examination of Factors That Influence Their Experiences

• In Event: Sheraton Roundtable Session 10
  In Roundtable Session: Experiences of Teachers: Early Childhood and Teacher Educators

Abstract

This study examines preschool teachers’ well-being as the landscape of early childhood education is shifting across local and national contexts. Using a multiple case study approach, we utilized data from in-depth interviews with teachers in Pre-K programs funded through the universal Pre-K expansion initiative in New York City. Thematic analysis of transcripts revealed variations in teachers’ experiences based on their program type. Findings also shed light on the disparities in program funding, staff compensation, and opportunity gaps. Teachers reported increased paperwork and levels of stress related to changes since the launch of Pre-K initiative. Our recommendations include minimizing the structural inequalities in salaries, preparation time and support for professional learning opportunities.

Authors

• Sanae Akaba, New York University School of Medicine

• Ana Lomizde, Hunter College

• Myesha Hossain, Hunter College

• Erin Christie, Hunter College

• Lacey Elizabeth Peters, Hunter College - CUNY

• Sherryl B. Graves, Hunter College School of Education