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

IF 1.6 3区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Educational Policy Pub Date : 2024-09-14 DOI:10.1177/08959048241271365
Michael Little, Tim Drake, Lora Cohen-Vogel, Austin Gragson, Victor Cadilla
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Abstract

Pre-Kindergarten (Pre-K) programs are becoming increasingly common in elementary schools across the United States—in fact, a recent analysis of federal data revealed that 57% of public schools have a Pre-K grade. Despite the prevalence of Pre-K programs in schools, principals—known to be among 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 ( N = 520) as well as follow-up interviews with 27 of the surveyed principals. Our findings reveal that while they report strong conceptual support for the Pre-K programs in their schools, principals demonstrate limited engagement with them. We also find that principal background and preparation in early education and the proportion of students from a Pre-K program that ultimately enroll in the school for kindergarten are important factors that help explain variation in principal orientations to Pre-K leadership.
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小学学前班项目的校长领导力:来自北卡罗来纳州的证据
学前班(Pre-K)项目在美国的小学中越来越普遍--事实上,最近的一项联邦数据分析显示,57% 的公立学校设有学前班年级。尽管学前班项目在学校中很普遍,但校长--众所周知是学校成功的最重要因素之一--往往缺乏有效领导学前班项目的知识和专业支持。在本研究中,我们以感性认识理论为指导,通过对北卡罗来纳州的小学校长进行有序的混合方法分析,努力增进对学前班校长领导力的了解。我们的研究包括对全州所有首席校长和助理校长的调查(520 人),以及对 27 名受访校长的跟踪访谈。我们的研究结果表明,虽然校长们对其学校的学前班项目在理念上给予了大力支持,但他们对学前班项目的参与度却很有限。我们还发现,校长在早期教育方面的背景和准备,以及学前班项目的学生最终进入学校幼儿园的比例,都是有助于解释校长对学前班领导力取向差异的重要因素。
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来源期刊
Educational Policy
Educational Policy EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.50
自引率
11.10%
发文量
42
期刊介绍: Educational Policy provides an interdisciplinary forum for improving education in primary and secondary schools, as well as in high education and non school settings. Educational Policy blends the best of educational research with the world of practice, making it valuable resource for educators, policy makers, administrators, researchers, teachers, and graduate students. Educational Policy is concerned with the practical consequences of policy decisions and alternatives. It examines the relationship between educational policy and educational practice, and sheds new light on important debates and controversies within the field. You"ll find that Educational Policy is an insightful compilation of ideas, strategies, and analyses for improving our educational systems.
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