Principal Leadership of Pre-K Programs in Elementary Schools: Evidence From North Carolina

• In Event: Effective Leadership for Early Childhood Programs

Abstract

Fifty-seven percent of public schools have a Pre-K grade. Yet, despite the prevalence of Pre-K programs in schools, school leaders—one of the most important factors in school success—often lack the knowledge and professional supports to effectively lead Pre-K programs. In this study, guided by sensemaking theory, we work to advance knowledge on Pre-K principal leadership through a sequential mixed-methods analysis of elementary school principals in the state of North Carolina. Our study includes a statewide survey of all lead and assistant principals in the state as well as follow-up interviews with principals. Our findings reveal strong espoused support for Pre-K programs in their schools, but more limited engagement with Pre-K programs in terms of enacted practices.

Authors

• Michael H. Little, North Carolina State University
  Presenting Author

• Timothy Drake, North Carolina State University
  Non-Presenting Author

• Lora A. Cohen-Vogel, University of North Carolina - Chapel Hill
  Non-Presenting Author

• Austin Gragson, North Carolina State University
  Non-Presenting Author

• Victor Cadilla, North Carolina State University
  Non-Presenting Author