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Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2019 Dissertation: Professionalism in Trinidad and Tobago's Early Childhood Sector: A Case Study Cynthia Juliana Celestin Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University College of Education This is to certify that the doctoral dissertation by Cynthia Juliana Celestin has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Amie Beckett, Committee Chairperson, Education Faculty Dr. Phyllis LeDosquet, Committee Member, Education Faculty Dr. Narjis Hyder, University Reviewer, Education Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2019 Abstract Professionalism in Trinidad and Tobago’s Early Childhood Sector: A Case Study by Cynthia Juliana Celestin MEd, University of the West Indies, 2008 B. Ed, University of the West Indies, 2005 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Early Childhood Education Walden University August 2019 Abstract This case study explored early childhood practitioners’ responses to government mandates for increased professionalism in Trinidad and Tobago. The impact of those mandates on their personal and professional lives and their conceptions of professionalism. The study addressed government concerns about lack of professionalism in early childhood care and education; informed policymakers of the challenges therein; and included practitioners’ voices in international discourse on professionalism. Change theory, systems thinking, and voice elicitation formed the conceptual framework for understanding changes needed to increase professionalism in the sector. The meaning of professionalism as defined in mandates, difference between practitioners’ and officials’ definitions of professionalism, practitioners’ view on the impacts of mandates, and how those impacts should be addressed were explained. Data were collected in interviews, focus groups, official documents, activity plans, and journal of 12 practitioners, and from the national standards, curriculum guide, and school’s code of conduct. Discourse and content analysis were used to identify patterns and themes in the data. Key findings were that mandates had more negative than positive impacts; children were underserved; teachers were frustrated and confused by impractical demands; and some administrators lacked content knowledge and leadership skills. Government officials, practitioners, and stakeholders need to dialogue to resolve problems illuminated by this study. Revision of legislative documents, fiscal adjustments for Trinidad and Tobago, continuous professional development, ongoing research, and national sensitization of practitioners’ role will yield a better understanding of early childhood care and education, the catalyst for nationwide social change. Professionalism in Trinidad and Tobago’s Early Childhood Sector: A Case Study by Cynthia Juliana Celestin MEd, University of the West Indies, 2008 B. Ed, University of the West Indies 2005 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Early Childhood Education Walden University August 2019 Dedication This dissertation is dedicated to my father, Ken; Kendal; and my grandchildren. Acknowledgments It would be remiss of me not to thank my family, parents, friends, and colleagues who journeyed with and helped me throughout doctoral studies at Walden University. I could not have attained this academic milestone without your incessant love, support, and belief in me. I remain eternally grateful that each of you were there to listen, counsel, proof-read and edit, provide a shoulder to cry on, and pray with me during my injury which delayed progress to completion. Your resounding faith in my recovery and successful completion propelled me to try harder, to work through the pain, to walk again, and get back on track. Thank you. To my Walden family, my Chair and Mentor, Dr. Amie Beckett; my methodologist, Dr. Phyllis LeDosquet; my URR, Dr. Narjis Hyder; and all other Walden faculty who I met in classrooms, I express deep appreciation for your support and advocacy on my behalf. Your insightful feedback pushed me to interrogate the literature more rigorously to broaden my learning. Your scholarship and thoroughness are models of how faculty should empower students’ engagement in learning. This I will model in my own work with student teachers. I wish each of you good health and happiness as you continue to inspire students to give of their best and work hard toward achieving their goals. I remain sincerely appreciative of the global opportunities now open to me and leave with very pleasant memories of our discussions and interactions. I thank you all. Table of Contents List of Tables……………………………………………………………………………...v List of Figures .................................................................................................................... vi Chapter 1: Introduction to the Study ....................................................................................1 Introduction ....................................................................................................................1 Background ....................................................................................................................3 Problem Statement .......................................................................................................14 Purpose of the Study ....................................................................................................17 Research Question .......................................................................................................17 Conceptual Framework ................................................................................................18 Nature of the Study ......................................................................................................22 Definition of Terms......................................................................................................25 Assumptions .................................................................................................................30 Scope and Delimitations ..............................................................................................31 Limitations ...................................................................................................................34 Significance..................................................................................................................36 Summary ......................................................................................................................38 Chapter 2: Literature Review .............................................................................................39 Introduction ..................................................................................................................39 Literature Search Strategy............................................................................................42 Conceptual Framework ................................................................................................44 Literature Review Related to Key Concepts ..............................................................109 i Summary ....................................................................................................................147 Chapter 3: Research Method ............................................................................................150 Introduction ................................................................................................................150 Research Design and Rationale .................................................................................152 Research Questions ............................................................................................. 152 Subquestions ....................................................................................................... 152 Role of the Researcher ...............................................................................................157 Methodology ..............................................................................................................160 Participant Selection Logic ................................................................................. 160 Instrumentation ................................................................................................... 164 Procedures for Recruitment, Participation, and Data Collection ........................ 168 Data Analysis Plan .............................................................................................. 174 Issues of Trustworthiness ...........................................................................................181 Ethical Procedures .............................................................................................

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