Classroom Teachers' Expectations from Pre-School Education on the Process of Preparation for Literacy: An Exploratory Sequential Design Study

Abstract

In this study, it was aimed to reveal classroom teachers' expectations from pre-school education within the context of literacy teaching and to develop a measurement tool depending on these expectations. The study was conducted with 682 classroom teachers in accordance with the exploratory sequential design, one of the mixed method designs. The expectations of classroom teachers within the context of literacy teaching were first determined by qualitative data collection methods, then, the validity and reliability analyses of the draft measurement tool created with these data were performed and the measurement tool was developed, and finally, this measurement tool was applied on a different sample and the expectations of classroom teachers from preschool education within the context of literacy were determined. According to the qualitative data, classroom teachers' expectations were evaluated under the themes of listening, speaking, reading, writing and school adjustment. In the scale development process, the reliability was ensured by Cronbach's Alpha coefficient, the content validity was ensured by expert opinions, and the construct validity was ensured by exploratory and confirmatory factor analysis. As a result of the analyses, a valid and reliable scale consisting of 24 items and three factors as listening-speaking, reading-writing and school adjustment was developed. It was recommended that classroom teachers should evaluate their expectations from pre-school education with pre-school teachers during their professional working periods.