Going Back to School: The Perceived Value of the Bachelor's Degree for Early Childhood Practitioners

• In Event: Crown Plaza Roundtable Session 8
  In Roundtable Session: The Early Childhood Workforce and Professional Development

Abstract

This qualitative interview based study examined the perception of 18 diverse, mainly non-traditional age early childhood practitioners enrolled in a non-certification Bachelor of Applied Science degree program focused on children birth to age five as to the influence of the bachelor’s program on them personally and professionally. Bandura’s theory of Self-Efficacy (1994) was used as the theoretical framework. Data were analyzed using constant comparative analysis. Key themes emerged: knowledge, confidence, credibility, professionalism and opportunity. These results demonstrated that the degree had personal and professional value for these early childhood practitioners, which may not always be recognized when the value of the bachelor’s degree is viewed from a narrower perspective of its influence on children’s classroom success.

Author

• Rebecca L. Huss-Keeler, University of Houston - Clear Lake