"Saying 'Good Job' Is Not Enough": Early Childhood Education Administrators' Perceptions of Teachers' Professional Development

• In Event: Effective Leadership for Early Childhood Programs

Abstract

Central to the quality of early childhood education classrooms, centers, and schools are administrators who influence center climate and often serve as decision makers in their settings. One critical aspect they may influence is teacher professional learning (PL), which is a critical lever for change and professionalization of the field. Despite their central role, research examining ECE administrators is limited. This study explores administrators’ perceptions of teacher PL within their contexts. Engaging directors from across the US with an online survey, this study explored how administrators perceive barriers to teachers’ engagement and implementation giving a window into the ways administrators may influence their centers.

Authors

• Margaret F. Quinn, Texas A&M University
  Presenting Author

• Hannah Thompson, University of Tennessee
  Presenting Author