The Perceptions of Kindergarten Teachers on Retention

Abstract

The perceptions of 37 kindergarten teachers on kindergarten student retention as an intervention were examined. The major goals of the study were to: 1) identify kindergarten teachers' perceptions of retention, 2) examine differences in reported perceptions of kindergarten student retention as an intervention by certified versus noncertified teachers, and 3) investigate teachers' perceptions of retention as a function of teaching experience. Using the sequential-exploratory design method, participants perceived kindergarten retention as a necessary intervention tool. Perceptions of retention by kindergarten teachers appear to vary as a function of teaching experience and between certifed and noncertifed teachers.