Cypriot Journal of Educational

Sciences
Volume 18, Issue 4, (2023) 644-654
www.cjes.eu

An examination of primary school teacher's perception of school

readiness programs
Dereje Dakamo Tomora 1, Addis Ababa University, NBH1, 4killo King George VI St, Addis Ababa, Ethiopia,
Suggested Citation:
Tomora D. D. (2023). An examination of primary school teacher's perception of school readiness programs.
Cypriot Journal of Educational Science. 18(4), 644-654. https://doi.org/10.18844/cjes.v18i4.8869

Received from January 26, 2023; revised from Febraury 25, 2023; accepted from April 24, 2023.
©2023 by the authors. Licensee Birlesik Dunya Yenilik Arastirma ve Yayincilik Merkezi, North Nicosia, Cyprus.
This article is an open access article distributed under the terms and conditions of the Creative Commons
Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/ ).
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.

* ADDRESS FOR CORRESPONDENCE: Dereje Dakamo Tomora, Addis Ababa University, NBH1, 4killo King George VI St, Addis Ababa,
Ethiopia.
E-mail address: [email protected] / Tel.: +251913886727
Dereje Dakamo Tomora (2023). An examination of primary school teacher's perception of school readiness programs. Cypriot Journal of
Educational Science. 18(4), 644-654. https://doi.org/10.18844/cjes.v18i4.8869

1. Introduction
Families, decision-makers, communities, legislators, and educators are interested in children’s
preparation for primary education in terms of their academic performance (Fonseca, 2017; Yan &
Hou, 2023). Although there is no one definition for what it means to be "school readiness" at the
larger level, states and organizations have come up with several definitions to highlight
preparedness abilities that are considered crucial for children starting primary education. The
physical, social-emotional, cognitive, and communication skills and early childhood developmental
domains are associated with the definition of this concept.
The "whole" child was the emphasis of a policy statement on school preparation that was
produced by the National Association for the Education of Young Children (NAEYC). The NAEYC's
(1995, p. 1) most recent position paper on school readiness, which is over 20 years old, still states
that "children's social skills, physical development, intellectual abilities, and emotional adjustment
are equally important areas of development, and each contributes to a child's adaptation to school
life". Child development is not restricted to becoming "ready" for school by becoming proficient in
just one area by taking a holistic approach to school readiness.
A good start in life, in a nurturing and safe environment that enables children to survive and
be physically healthy, mentally alert, emotionally secure, socially competent, and able to learn, is an
excellent example of more contemporary concepts of school readiness (Yildiz, Kilic & Acar, 2022;
Rivas et al., 2023). The World Fit for Children (WFFC) mission statement from 2002 stresses the
significance of providing young children with a nurturing, secure, and stimulating environment for
their overall development (Lombardi, 2012).
1.1. Literature review
Three dimensions (child, school, and parental readiness) can be incorporated into the idea of
school readiness. A child who is prepared for school has fundamental knowledge and abilities in a
range of subject areas that will enable him to succeed in the classroom (Teague, 2022); The
characteristics of the school environment that enable a seamless transition for children into primary
school and advance learning for all children are used to describe schools' preparedness for children
(Pianta and Kraft-Sayre 2003). It has been demonstrated that supportive parenting and stimulating
home environments are among the best indicators of academic achievement in elementary school
and beyond (Bradley and Corwyn 2005).
Figure 1
Conceptualization of school readiness

In Figure 1, conceptual framework, the concept of school readiness is viewed in three

important dimensions. It is all about having a ready family, a child, and a ready school. As teachers
are an important resource in schools (Grant, Jeon & Buettner, 2019), the focus of this study was
investigating how their perception affects school readiness.

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Dereje Dakamo Tomora (2023). An examination of primary school teacher's perception of school readiness programs. Cypriot Journal of
Educational Science. 18(4), 644-654. https://doi.org/10.18844/cjes.v18i4.8869

Having children well equipped with early skills such as numeracy, literacy, communication,
creativity, and environmental awareness is the basic issue in school transition. According to Pianta
(2000), a key factor in predicting successful transitions is the network of relationships among social
settings (such as teachers, parents, and preschool care providers) (Kara & Selcuk, 2021). To enhance
long-term academic performance, more focus must be placed on determining successful, evidence-
based early childhood programs and assessing students' preparation for school (Daily et al., 2010;
Patton & Winter, 2022). There are substantial concerns regarding how preschool fits into children's
entire school careers as a result of the shift in kindergarten culture.
Most researchers discuss that the importance of early childhood care and education is
irreplaceable in children’s development, although few studies were conducted on how parents and
primary school teachers perceive this effect. There is currently a paucity of information that would
allow us to know which practices will help children the most as they move to primary education.
Therefore, this study is intended to examine primary school teachers’ perceptions of a school
readiness program in the Hawassa City Administration.
1.2. Related Studies
According to state in Keating (2007), the complexity and variety of activities surrounding the
concept of school readiness are due to its subjective definition and frequent misunderstanding.
According to Kagan and Neuman (1998), preparation for school is the demonstration of a preset,
recognizable set of cognitive, linguistic, social, and physical skills. Kagan defines readiness to learn as
the developmental level at which an individual has the potential to acquire specific materials.
Five areas of school readiness are also identified by other researchers (Cushon, Vu, Janzen &
Muhajarine, 2011) as relating to physical health and appropriate motor development, emotional
well-being and a positive outlook on new experiences, age-appropriate social knowledge and
competence, age-appropriate language skills, and age-appropriate general knowledge and cognitive
skills. According to some academics (Johansson, 2002), each area has a significant impact on how
well youngsters acclimate to school and their short- and long-term academic success.
According to other academics (Rosier & McDonald, 2011), the lack of agreement on what
ready is and how to assess its results in a poorly defined term that is understood differently
depending on the circumstance. According to Pivik (2012), readiness can be categorized into many
conceptual categories, such as readiness that is a child's own and develops over time until they
reach adulthood or readiness that is encouraged or achieved through environmental interventions.
According to Wesley and Buysse (2003), ready is a concept or collection of meanings that
communities and schools have created, while also considering the child's qualities and experiences
in his or her surroundings.
It is accepted that despite years of debate, there is still no consensus on what is meant by
"school readiness". The notion of school readiness, according to Graue (2006), is intricate and
multifaceted, with a variety of formulations including various elements. Even early childhood
education specialists cannot agree on a single concept of school readiness in this regard.
According to Bingham and Whitebread (2012), context, and the environments in which
children live and interact with parents, instructors, and other community members as well as a
child's emotional, cognitive, linguistic, and social talents are other sources of preparedness. Some
researchers link readiness to other interconnected elements, such as the child's access to social,
political, organizational, educational, and personal resources, that assist their success in entering
school (Ackerman & Barnett, 2005).
The perception and implementation of the school preparedness program by teachers are one
of the highlighted variables for children's success in primary school. However, some academics
concur that a child's readiness to learn is influenced by their personal qualities, their family, the

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Dereje Dakamo Tomora (2023). An examination of primary school teacher's perception of school readiness programs. Cypriot Journal of
Educational Science. 18(4), 644-654. https://doi.org/10.18844/cjes.v18i4.8869

cultural and contextual diversity of each child's early learning and development, early childhood
education programs, schools, and instructors' support (Boethel, 2004; Dockett & Perry, 2009).
School readiness programs, according to Wesley and Buyssee (2003), should emphasize
children's physical well-being, social skills, and capacity for clear communication and deference to
authority figures. Rimm-Kaufman (2004) also emphasizes that teachers must place a strong
emphasis on students' preparation in social domains and in adjusting to school routines (Dockett &
Perry, 2004).
It is obvious that high demands from teachers and shifts in teaching philosophy, according to
Petriwskyj, Thorpe, and Tayler (2005), are the causes of children having trouble transitioning. Several
academics contend that teachers' judgments of students, family, community, or the curriculum, in
general, have a significant impact on what happens when kids start school (Peters, 2000). According
to Jacobs (2001), teachers' knowledge of children's development is important because it contributes
to the creation of a framework for understanding what kids may be able to do at different ages.
Understanding child readiness in the setting of a school is essential because it affects teachers'
goals for teaching certain skills (Griebel & Niesel, 2002). According to some research, teachers place
a greater emphasis on academic skills and fundamental information than kindergarten teachers do,
such as the alphabet's letters (Harradine & Clifford, 1996). According to other research, social and
emotional abilities are the main emphasis of teachers' thoughts on students' preparation for school
(Lin, Lawrence & Gorrell, 2003).
1.3. Purpose of study
The purpose of this study was to examine how primary school teachers understand school
readiness programs. It attempts to explore primary school teachers’ perspectives and concerns
regarding qualities that children should have before they start primary school. To this end, the main
objective of this study was to investigate primary school teachers’ perceptions of school readiness
programs in the study area.
Specifically, it was to:
• Explain primary school teachers’ perception of school readiness programs in Hawassa City
Administration.
• Examine the difference between male and female primary school teachers’ perceptions of
school readiness programs in the study area.
• Test if there is a significant difference in the perception of school readiness programs among
primary school teachers with different educational levels.
• See if there is any difference in the perception of school readiness programs among primary
school teachers with different work experiences.
This study was intended to answer the following research questions.
1. What is the knowledge of primary school teachers about school readiness programs?
Ho1 = Primary school teachers have no sufficient knowledge about school readiness
programs.
2. Is there a significant difference in perception between male and female primary school teachers
about school readiness programs?
Ho2 = There is no significant difference in perception about school readiness programs
among male and female primary school teachers.
3. Is there a significant difference in perception among primary school teachers with different age
groups about school readiness programs?
Ho3 = There is no significant difference in perception about school readiness programs
among primary school teachers of different age groups.
4. Is there a significant difference in perception of school readiness programs among primary
school teachers in terms of the level of education?

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Dereje Dakamo Tomora (2023). An examination of primary school teacher's perception of school readiness programs. Cypriot Journal of
Educational Science. 18(4), 644-654. https://doi.org/10.18844/cjes.v18i4.8869

Ho4 = There is no significant difference in the perception of school readiness programs

among primary school teachers with different educational levels.
5. Is there a significant difference in perception among primary school teachers about school
readiness programs in terms of work experience?
Ho5 = There is no significant difference in the perception of school readiness programs
among primary school teachers in terms of work experience.
2. Materials and Methods
This study was aimed at examining primary school teachers’ knowledge and perception of
school readiness programs. Basic skills associated with kindergarten education were used to
understand participant awareness. This part presents the methods, data gathering tools, techniques
of data analysis, and sampling design used in the study.
2.1. Research Design
It is not so easy to study unobservable variables like perceptions, beliefs, and feelings in social
sciences. In most cases, researchers investigate such kinds of areas using pre-established standard
tests. Assuming the attributes are extractable, it is possible to conduct investigations that can be
done through quantification. Thus, this study employed a quantitative research method, particularly
a survey design that provides a quantitative or numeric description of trends, attitudes, or opinions
of a population by studying a sample of that population.
2.2. Participants
There are 8 sub-cities composed of 32 kebeles in Hawassa City Administration. The Tabor sub-
city in which this study was conducted is among the two largest and most densely populated sub-
cities in the city. There are about 45 government-owned primary and secondary schools in the city
and most of the schools are in this particular study site. First, the sub-city was selected simply by
lottery method and 2 (Argo and Hogoba) from 8 primary schools were selected again using a
systematic sampling technique. Teacher participants from each primary school were 15. So, the total
number of participants involved in this study was 30.
2.3. Data collection instrument
The questionnaire was the main data-gathering instrument used in this study. The survey
employed in the study includes items adapted from the Save Children’s International Development,
and Early Learning Assessment, which was intended to test children’s school readiness skills such as
early literacy, early numeracy, physical readiness, executive functioning, and socio-emotional skills
development.
The school readiness knowledge and perception survey, which was broken down into three
subsections, was presented to the primary school teachers. The first part of the survey asks
participants for demographic information including sex, age, educational level, job, and other
important attributes presented in the study. The second part was associated with the 18 items
adapted from the IDELA assessment tool. In both sections, respondents were asked to work on a 5-
point Likert scale ranging from not at all to Essential, Strongly Disagree to Strongly Agree,
respectively.
2.4. Data Analysis
Primary school teachers’ questionnaire was administered based on the schedule following all
necessary data gathering ethical issues. The researcher dispatched a survey questionnaire for all
teacher participants and collected it on the same day. All questionnaires were coded and fed into
the statistical software. Using the demographic data, the researcher was able to report on the
differences in knowledge and perceptions based on the attributes of the participants. Results from
the survey were reported using a frequency distribution table, mean, standard deviation,

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Dereje Dakamo Tomora (2023). An examination of primary school teacher's perception of school readiness programs. Cypriot Journal of
Educational Science. 18(4), 644-654. https://doi.org/10.18844/cjes.v18i4.8869

Independent-sample t-test, one-way ANOVA, and other statistical calculations using Statistical
Package for Social Science (SPSS version 26).
2.5. Ethical Consideration
As the study was conducted consulting humans, ethical clearance was obtained from the
affiliated institution. Consent was sought from the participants in a way confidentiality is
maintained. All participants were involved in the study of their interests and freedom.
3. Results
3.1. Instrument Reliability
The reliability analysis of all 18 items included in the 5 constructs was assessed using Cronbach
Alpha. The results revealed acceptable reliability for each of the constructs in the study. It is
summarized in Table 1 below.
Table 1
Reliability Result
S/N Constructs No of items Alpha Value
1. Socio-emotional development 4 0.8
2. Early literacy development 5 0.9
3. Early numeracy development 5 0.6
4. Inhibitory control development 2 0.7
5. Physical and motor development 2 0.9
After coding all filled survey questionnaires, data were entered into SPSS to calculate mean,
standard deviation, percentages, and the like. The first part of the teachers’ survey (demographic
information section) asks participants to answer 5 important attributes. Sex, age, subject, level of
education, and years of work experience. The second part of the questionnaire is associated with
school readiness skills such as socio-emotional, early literacy, early numeracy, inhibitory control, and
motor skills. The last section deals with the participant's perceptions regarding school readiness and
its importance for children.
3.2. Demographic Information
Questions in the first section of the primary school teachers' survey gathered demographic
information. All five attributes addressed in the section are presented one by one as follows. Sex,
age, level of qualification, subject of specialization, and teachers’ service years were some of the
background information presented in the first section of the survey.
Table 2
Sex of the teachers
Group Frequency Percent
Male 18 60%
Female 12 40%
Total 30 100%
As indicated in the table above (Table 2), the number of male teacher participants is 18 (60%)
and the number of female teacher participants is 12 (40%).
Table 3
Age of the teachers
Age group Frequency Percent
25-35 25 83.3%
36-46 5 16.7%
Total 30 100%
According to Table 3 above, all 30 teachers have been selected from the two primary schools
and their demographic profile confirms that most of the teacher participants 25 (83.3%) were aged
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Dereje Dakamo Tomora (2023). An examination of primary school teacher's perception of school readiness programs. Cypriot Journal of
Educational Science. 18(4), 644-654. https://doi.org/10.18844/cjes.v18i4.8869

25-35 and the rest 5 (16.7%) were of age 36-46. The minimum and maximum ages of the participant
teachers were 25 and 46, respectively.
Table 4
Teachers’ qualification
Level of qualification Frequency Percent
Diploma 21 70%
Degree 9 30%
Total 30 100%
The table above (Table 4), shows that the lowest and highest qualification level of the
participant teachers is diploma and degree, respectively. Many of the participants (21) that
accounted for 70% of the total sample were diploma holders and the rest 9 (30%) of the teacher
participants involved in this study were first-degree graduates.
Table 5
Subject of specialization
Subject studied Frequency Percent
Maths and Natural Science 13 43.3%
Social Science 10 33.3%
Language 7 23.3%
Total 30 100%
Concerning their subject area composition, 19 teachers (43.3%) were Math and Natural
Science graduates and an approximately similar number of teachers (10 teachers = 33.3%) were
graduates of Social Science subject areas as seen in Table 5. A significant number of teachers (7
teachers = 23.3%) graduated in Language Education.
Table 6
Teacher work experience
Service Year Frequency Percent
1-5 years 7 23.3%
6-10 years 18 60%
11-15 years 5 16.7%
Total 30 100%
Table 6 indicates that 7 teachers, which account for 23.3%, have work experience of 1-5 years.
More than double the same number (18 teachers = 60%) have 6–10-year work experience and only 5
teachers (16.7%) have a service year ranging from11-15.
The school readiness perception survey developed for primary school teachers is broken down
into items under sub-constructs such as early literacy, early numeracy, socio-emotional skills,
inhibitory control, executive functioning, and physical skills. Each member of the participants was
asked to respond to statements regarding their perception of what children should know to be ready
for primary school. There were 18 items under all five domains listed above.
3.3. Research Question 1: What is the perception of primary school teachers about the
qualities children should have in school readiness programs?
Table 7
Frequency and percentage of teachers’ perceptions about School readiness
S/N Constructs Level of Essentiality
Sex 1(NA) 2(NV) 3(SW) 4(V) 5(E)
1. Socio-emotional M 5(16.6%) 7(23.3%) 6(20.0%)
Skills Development F 4(13.3%) 6(20.0%) 2(6.6%)
T 9(30.0%) 13(43.3%) 8(26.6%)
2. Early Literacy Skills M 5(16.6%) 7(23.3%) 6(20.0%)
Development F 4(13.3%) 4(13.3%) 4(13.3%)
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Dereje Dakamo Tomora (2023). An examination of primary school teacher's perception of school readiness programs. Cypriot Journal of
Educational Science. 18(4), 644-654. https://doi.org/10.18844/cjes.v18i4.8869

T 9(30.0%) 11(36.6%) 10(33.3%)

3. Early Numeracy M 16(53.3%) 2(6.6%)
Skills Development F 10(33.3%) 2(6.6%)
T 26(86.6%) 4(13.4%)
4. Inhibitory control M 1(3.3%) 9(30.0%) 8(26.6%)
development F 1(3.3%) 8(26.6%) 3(10.0%)
T 2(6.6%) 17(56.6%) 11(36.6%)
5. Physical and motor M 1(3.3%) 9(30.0%) 8(26.6%)
skills development F 1(3.3%) 6(20.0%) 5(16.6%)
T 2(6.6%) 15(50.0%) 13(43.3%)
As stated in Table 7 above, more than half the teacher participants (N=21, 70.0%) understand
that Socio-emotional and early literacy skills are some of the essential key qualities that young
children who are ready for primary education should have. Only 9 (30.0%) of the teacher
participants discussed that it is somewhat important for children to have such skills. Almost all
participants (N=26, 86.6%) feel that early numeracy skills are somewhat essential for young children
who are to be ready for grade 1.
About 4 (13.3%) of the participants argue that it is very essential to introduce children to basic
early numeracy skills before they join primary grades. The essentiality of inhibitory control
development is not well understood by 19 (63.3%) teacher respondents. Only 11 (36.6%) of the
teachers claim that these skills are somewhat important to join primary school. All participant
teachers (N=28, 93.3%) confirmed that physical and motor skills development is an essential
component of school readiness.
3.4. Research Question 2: Is there a significant difference in perception between male and
female primary school teachers about school readiness programs?
Table 8
Independent-sample t-test for differences in perception between male and female groups
Levene’s Test for
Equality of Variance t-test for Equality of Means
Teachers’ Sig. (2- Mean Std. 95% CI of the
knowledge Mean SD F Sig. T df tailed) Diff. Error Diff.
about school Diff. Low. Upp.
readiness
Male 3.5 0.4 0.03 0.8 0.7 28 0.46 0.11 0.15 -0.2 0.43
Female 3.4 0.4
An independent sample t-test was conducted to compare the primary school teachers’
knowledge of school readiness among male and female respondents as displayed in Table 8. There
were no significant differences (t=28, p=0.46) in scores Male (M=3.5, SD=0.4) and Female (M=3.4,
SD=0.4). The magnitude of the differences in the means (mean difference=-0.11, 95% of the CI=-0.2
to 0.4) was not significant. Hence, the null hypothesis (Ho) is accepted.
3.5. Research Question 3: Is there a significant difference in perception among primary school
teachers about school readiness programs in terms of age?
Table 9
An independent sample t-test for differences in teachers’ perception based on age group
Levene’s Test for
Equality of Variance t-test for Equality of Means
Teachers’ Sig. (2- Mean Std. 95% CI of the
knowledge Mean SD F Sig. T df tailed) Diff. Error Diff.
about school Diff. Low. Upp.
readiness
25-35 3.5 0.4 1.31 0.26 1.6 28 0.11 0.32 0.2 -0.08 0.72
36-46 3.2 0.5
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Dereje Dakamo Tomora (2023). An examination of primary school teacher's perception of school readiness programs. Cypriot Journal of
Educational Science. 18(4), 644-654. https://doi.org/10.18844/cjes.v18i4.8869

As stated in Table 9 above, an independent sample t-test was conducted to compare the
primary school teachers’ knowledge of school readiness among the age groups of the respondents.
There were no significant differences (t=28, p=0.11) in scores Male (M=3.5, SD=0.4) and Female
(M=3.2, SD=0.5). The magnitude of the differences in the means (mean difference=0.32, 95% of the
Confidence Interval=-0.08 to 0.72) was not significant. Hence, the null hypothesis (Ho) is accepted.
3.6. Research Question 4: Is there a significant difference in perception among primary
school teachers with different levels of education about school readiness programs?
Table 10
Table of frequencies and percentage
Teachers Qualification Total
Level of
Essentiality Diploma Degree
Teachers’ knowledge about Somewhat 11(36.6%) 4(13.3%) 15(50.0%)
school readiness Very 10(33.3%) 5(16.6%) 15(50.0%)
Total 21(70.0%) 9(30.0%) 30(100.0%)
As indicated in Table 10 above, the essentiality of early learning and development skills is
acknowledged by all participants. However, there is a significant difference in perception based on
the teachers’ level of qualification. Diploma holders that accounted for 70.0% of the total
participants (N=21) argued that early learning skills are an important requirement for school
readiness. Teachers with degree qualifications who understand the importance of early learning and
development skills for school readiness are 9 (30.0%).
3.7. Research Question 5: Is there a significant difference in perception among primary school
teachers about school readiness programs in terms of work experience?
Table 11
Analysis of Variance in Knowledge of School Readiness Across Service Years
Variables 1-5 yrs. 6-10 yrs. 11-15 yrs.

Teachers’ knowledge M SD M SD M SD F (2, 27) η2 Post-Hoc

of SR
3.4 0.4 3.2 0.4 3.5 0.5 1.42 0.1 3>1>2
The table above (Table 11) shows the mean, standard deviation, and F-value for primary
school teachers’ knowledge of school readiness across service years. Results indicated that mean
differences across service years on knowledge of school readiness with F (2, 27) = 1.42, p > 0.1.
Findings revealed that teachers with a service year of 11 to 15 years exhibited a better
understanding of school readiness compared to teachers who have 1 to 5 and 6 to 10 years of work
experience. There is a small effect size (η2 = 0.1), that is, <0.50. The Pot-Hoc comparison indicated a
significant difference between the group and the mean difference of each group in the two groups.
4. Discussion
From the data analyzed above, the following findings are extracted. Almost all teachers have
sufficient knowledge about the qualities that children should have before they start grade 1. Most
of the respondents that included an approximately equal number of male and female participants
failed to recognize the development of inhibitory control and short-term memory as a good quality
of ready children.
An independent sample t-test conducted to see whether school readiness perception is different
or not among teachers based on sex revealed that there is no significant difference. Again, the
independent sample t-test that was conducted to check how primary school teachers’ perception is
different among teachers of different age groups disclosed that there is no substantial difference
among them.

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Dereje Dakamo Tomora (2023). An examination of primary school teacher's perception of school readiness programs. Cypriot Journal of
Educational Science. 18(4), 644-654. https://doi.org/10.18844/cjes.v18i4.8869

A frequency and percentage calculation indicated that diploma holders are more knowledgeable
than degree holders about the skills that children should have during school readiness. Another
finding from one-way ANOVA revealed that primary school teachers with a service year ranging from
11-15 exhibited a better awareness of school readiness programs than those with other service
years.
5. Conclusion
This study sought to get insight into how teachers see what children need to learn to be
prepared for school because they have a significant role in educational practice. It was designed to
provide teachers with the chance for professional growth so they could deal with the difficulties of
preparedness and transition to school more effectively. Finally, the study can contribute knowledge
about how to address concerns expressed by teachers such as effective collaboration and
communication in preparing children for school.
Based on the findings presented above, the following conclusions can be drawn. Primary
school teachers have sufficient knowledge and a positive perception of school readiness programs.
Perceptions of school readiness among primary school teachers in terms of sex and age did not vary.
This may be due to either there being no real effect between the two variables or there is not
enough evidence that supports the hypothesis. However, teachers’ level of qualification and years of
work experience can interfere with the understanding of school readiness programs.
6. Recommendation
It is known that school readiness is one of the important stages of child learning and
development. In this process, children acquire early learning and development skills such as literacy,
numeracy, environmental understanding, creativity, motor skills, socio-emotional, and moral
foundations. Having primary school teachers with poor knowledge, skill, and understanding is
believed to limit children’s success in further education. Therefore, keeping in mind this importance,
it is good to do the following.
• There should be a kind of training for primary school teachers to smoothen the school
readiness programs. This may help primary school teachers to receive children who finish
kindergarten and join their schools.
• To make children successful in their academic and non-academic areas, primary school
teachers need to work collaboratively with all stakeholders including kindergarten teachers
and parents of the children.
• The school readiness program has to be given due attention as it promotes young children’s
holistic development.

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