Going back to school: the perceived value of the bachelor’s degree for early childhood practitioners

Abstract

ABSTRACT This qualitative interview-based study examined the perceptions of 17 diverse, mainly non-traditional age early childhood practitioners enrolled in a 2 + 2 Bachelor of Applied Science degree completion program focused on children birth to age five, as to the perceived influence of program on them personally and professionally. The theories of Self-Efficacy and Possible Selves comprised the theoretical frameworks. Data were analyzed using Grounded Theory and Constant Comparative Analysis. Key themes focused on the knowledge, confidence, credibility, professionalism, and opportunity practitioners gained from the degree program. Results demonstrated that the degree had both perceived personal and professional value for these early childhood practitioners, which may have potential implications for their current and future practice, as well as for early childhood teacher education programs preparing to serve students such as these.