Semester of Graduation
Summer 2026
Degree Type
Dissertation
Degree Name
Teacher Leadership
Committee Chair/First Advisor
Dr. Raynice Jean-Sigur
Second Advisor
Dr. Douglas Bell
Third Advisor
Dr. Linda Grant
Abstract
Abstract
The purpose of this qualitative case study was to explore how school-based pre-K teachers in Georgia perceived their literacy professional development needs within the context of the Georgia Early Literacy Act, House Bill 538, and to examine the role of teacher leadership in supporting their professional learning. Although the Act established evidence-based literacy requirements and professional learning expectations for kindergarten through third grade educators, comparable supports for school-based pre-K teachers were not clearly defined. Participants included five certified pre-K teachers employed in a Georgia public school district. Data were collected through semi-structured interviews and researcher field notes, with member checking used to confirm the accuracy of participants’ responses. Data were analyzed inductively using in vivo coding and thematic analysis. Four major findings emerged. Participants described literacy professional development as inconsistent, often assigned rather than self-selected, and lacking practical modeling and classroom application. They reported tension between increasing literacy expectations and developmentally appropriate, play-based pre-K practices. Participants also demonstrated limited awareness of HB 538 and believed pre-K teachers’ exclusion from literacy reforms reduced access to training, preparedness, and professional recognition. Teacher leadership was viewed as collaborative, relational, and supportive; however, leadership opportunities remained informal and were limited by time, confidence, and the absence of structured roles. Findings suggest that pre-K teachers need sustained, relevant, and developmentally appropriate literacy professional learning that includes modeling, coaching, collaboration, and practice. Greater inclusion of pre-K educators in state and district literacy initiatives may strengthen instructional continuity across the pre-K–third grade continuum.
Keywords
early literacy, professional development, pre-kindergarten, teacher leadership, science of reading, House Bill 538, adult learning
Included in
Early Childhood Education Commons, Educational Leadership Commons, Language and Literacy Education Commons, Teacher Education and Professional Development Commons