A mixed methods study investigating pre-k assistant teachers’ social and functional roles: implications for practice and policy in early childhood education and care

Requirements for those who work as paraprofessional assistant teachers (PATs) in 4-year-old public Pre-Kindergarten (Pre-K) within the United States is variable across states and programs. Given limited research conducted with PATs as participants, little is known about how their social roles (their characteristics and experiences) impact their functional role in the classroom. Using Role Theory as a guide, a mixed methods exploratory sequential design was employed to contextualize the quantitative phase where duties identified in a qualitative analysis of PAT job descriptions ( n = 12) were used in a quantitative survey ( n = 118). Using a combined Latent Profile/Class Analysis (LPA/LCA), two profiles of PAT social roles were identified. An additional LCA was run utilizing the duty statements from the qualitative phase and identified two classes of duty frequency corresponding with a hierarchical and co-teaching classroom structure. A logistic regression analysis of the characteristic and context profiles predicting the duty classes was not significant. Implications of these findings include focusing recruitment efforts on supporting PATs who strive to become lead teachers as this may contribute to diversifying the teacher workforce and utilize the skills of those with experience in Pre-K classrooms. This research demonstrates the importance of the voices and experiences of PATs as a population of interest for researchers, practitioners, and policy makers.