An examination of primary school teacher's perception of school readiness programs

Abstract

School readiness implies that children are prepared for school, families are prepared to help them learn, and schools are prepared for them. It depends on the development of physical, cognitive, language, and socio-emotional development. This study was intended to examine the primary school teachers’ perception of school readiness. The participants were 30 teachers of 2 primary schools (Argo and Hogoba) from one of the 8 sub cities called Tabor, Hawassa City. The sub-city was selected using a lottery method and schools were selected by systematic random sampling technique. A survey design was employed to conduct this study. The questionnaire was the main data-gathering tool used. Independent-sample t-test, one-way ANOVA, and other descriptive statistics were employed to analyze data. The findings of the study reveal that primary school teachers have sufficient knowledge about school readiness programs. However, it was revealed that there is a substantial relationship between the perception, level of qualification, and age of the participants.

Keywords: Perception; primary school; school readiness; teachers; transition to school.