A Phenomenological Study of Support to Develop Teacher Efficacy in State Funded Preschool Classrooms

The purpose of this qualitative transcendental phenomenology study was to understand the support for teachers in state funded preschool classrooms through the teachers’ lived experiences. The theory guiding this study is Bronfenbrenner’s ecological systems theory as it relates to the role of teacher efficacy in preschool programs and its impact on improving learning environments for children. This study includes a central question and three sub-questions focusing on the support, coaching, and professional learning opportunities provided to educators to improve the learning environment for children in state-funded early childhood classrooms. The setting will include South Carolina state-funded prekindergarten classrooms. The participants will provide insight into their lived experiences as early childhood educators in a state-funded preschool program and the support they receive to develop teacher efficacy. This study will utilize the phenomenological research model. Collecting data for this study will focus on three collection approaches. The three data collection approaches used for this study will include individual interviews, observations, and focus groups. By triangulating the data, a variety of data will help explain the differing aspects of the study. The main ideas from the triangulated data will be used to confirm the finds and minimize the biases.