What Shapes Educators' Early Childhood Leadership Practice? A Mixed-Methods Study of North Carolina School Leaders

• In Event: School Leadership Preparation: A Multidimensional Endeavor

Abstract

Over half of US-based Pre-K programs are located in elementary schools. While some states and preparation programs have responded by offering school leaders professional learning in early childhood development and leadership, few studies have examined how this training affects principals’ early childhood leadership practices. In this mixed-methods study of North Carolina school leaders, we examine how leaders’ background—including their prior experience teaching in the early grades and their preparation program experiences—has shaped their self-assessed Pre-K-to-3rd grade leadership practices. We find that school leaders’ practices vary by gender, highest level of education, training in early childhood education, training in P-3 leadership, and experience teaching in the early grades. We conclude with implications for policy, research, and practice.

Authors

• Timothy Drake, North Carolina State University
  Presenting Author

• Michael H. Little, 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