The School Principal and Teachers’ Perspectives on Kindergarten Readiness: A Descriptive Case Study

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D)

Department

Educational Administration

Date of Award

Spring 5-1-2026

Abstract

This qualitative descriptive single case study examined how educators describe the role of prekindergarten experiences in supporting emergent bilingual/English learner (EB/EL) students’ literacy development, language development, and kindergarten readiness within a rural Texas school district. Although access to state-funded prekindergarten programs has expanded across Texas, variability in implementation and contextual differences across districts necessitate closer examination of how readiness-supporting practices are enacted within specific school settings. Guided by sociocultural theory and ecological systems theory, this study explored educator perceptions of instructional practices, assessment use, curriculum alignment, and leadership actions that shape early childhood experiences for EB/EL students. Participants included ten kindergarten teachers and one campus principal selected through purposive criterion sampling based on their experience working with EB/EL students and involvement in prekindergarten-to-kindergarten transition practices. Data were collected through semi-structured interviews and review of prekindergarten curriculum materials and assessment-related documents. Data analysis followed a rigorous thematic analysis process, including open coding, pattern coding, and constant comparative analysis to identify recurring patterns across participants and roles. Findings revealed that educators consistently identified language-rich instruction, intentional scaffolding, vertical curriculum alignment between prekindergarten and kindergarten, purposeful use of formative assessment, and collaborative instructional leadership as central components of readiness-supporting practice. Participants emphasized that coherent leadership structures and contextual supports were essential for sustaining instructional consistency and facilitating meaningful early learning experiences for EB/EL students. This study contributes substantive, context-specific insight into how readiness-supporting practices is understood and implemented within a bounded rural educational setting and extends existing outcome-oriented research by foregrounding educator perspectives and leadership coherence in early childhood education.

Advisor

Nathan Templeton

Subject Categories

Education

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