The Leadership Beliefs and Practices of U.S. Early Childhood Administrators

• In Event: Poster Session 01
  In Poster Session: PS 01 Topic - Social Policy

Abstract

Increasing regulatory and licensing demands, accountability pressures, and the changing diversity and demographics of early childhood programs have imposed responsibilities on early childhood administrators beyond their professional expertise and training (LeeKeenan & Chin Ponte, 2018; Stamopolous, 2012). Program directors are expected to be effective administrators, hire and retain qualified staff, market their programs, understand child development and best practices in early childhood, and create a physically and emotionally safe educational environment that nourishes the development of children ages birth through eight years. Furthermore, these pedagogical leaders are also expected to reflect on their professional practice, focus on shaping organizational culture, and recognize the importance of their influence on program quality, staffing, finances, curriculum fidelity, and child learning (Bloom & Sheerer, 1992; Stamopolous, 2015; Wise, 2011). To date, research on leadership in early childhood has limited articulation of effective approaches used by early childhood program administrators and directors to support the overall success of early childhood education.

The purpose of this study was to examine effective strategies, approaches, and practices used by administrators to support key areas of early childhood programs (i.e., program quality, curriculum, staffing, budget and finance, and family and community). Hence, this research aimed to answer the following questions: 1) What leadership and management strategies are used by early childhood administrators to support key areas of early childhood programs? and 2) What leadership and management strategies do administrators identify as effective in supporting key areas of early childhood?

A web-based survey format was used for this study, which was distributed randomly to 2,500 early childhood program and preschool (i.e., Head Start, preschool, and child care) administrators (i.e., program administrator, program director, assistant director, principal, assistant principal, program coordinator) throughout the United States. Within the survey, we asked participants to complete questions regarding their background information, approaches to program administration including their responsibilities, roles, and decision processes, and beliefs regarding the importance of each of those responsibilities, roles, and decisions. A total of 187 people completed the survey, an approximately 7.5% response rate.

Through our descriptive analyses, we found that early childhood administrators are more likely to follow administrative procedures, rules, policies, and/or regulations, keep records, or regularly supervise staff than they are to listen to staff concerns, worries, and struggles, have daily face-to-face interactions with staff, or use their program vision to guide their actions. They also generally value the coaching and mentoring of teachers (4.40 and 4.41, respectively, out of a 5-point scale) more than they actually perform those tasks (4.01 and 4.08, respectively). These findings indicate that while administrators believe leadership-based practices are important, they identify with the role of a manager more so than that of a leader.

This study has significant implications for early childhood leadership programs and policies. Currently, the professional development of early childhood administrators does not include training in leadership approaches. To support and encourage early childhood administrators to be leaders of high-quality programs, policymakers and stakeholders at the state and federal levels must acknowledge and work to close this gap.

Authors

• Kathryn Chapman, University of Kentucky
  Presenting Author

• Victoria Sherif, Wichita State University
  Non-Presenting Author

• Beth Shanks Rous, University of Kentucky
  Non-Presenting Author